!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! LEGO Challenge: "Create something that represents or identifies one of the psychologists we studied." http://learninginhand.com/westwood/
MONDAY - 21 MAY 2017 2nd HOUR
EQ/LT - What are the differences in psychological disorders?
WU-
LISTEN or READ this story: http://www.npr.org/2013/10/20/238095806/when-playing-video-games-means-sitting-on-lifes-sidelines
ANSWER:
1. What is the name of the addiction treatment center?
2. Describe some the effects of gaming that led to these individuals seeking help.
3. What are the common characteristics that patients entering this facility have?
4. What were some problems the treatment center had with the different treatment/help levels?
5. Describe what patients have to design to be released.
6. Is this a newer addiction problem? Explain.
How have things changed over time?
Evidence of Learning-
Use 9-1 to assist your with these questions:
1. Using your own words...What is psychotherapy?
2. Name and explain the 3 main goals of psychotherapy.
3. Describe the four commonly used methods of psychotherapy.
4. Which of these do feel is the most beneficial? Why? Explain.
MONDAY - 8 MAY 2017 2nd HOUR
SENIOR FINAL - WEDNESDAY 17 MAY 2017
WU-
Quick...last couple minutes to cram some more in!
Evidence of Learning-
TEST NEXT CLASS - MONDAY 8 MAY 2017
Chapter 18: Psychological Disorders
study link: https://quizlet.com/_3fca8u
THURSDAY - 4 MAY 2017 2nd HOUR WU-
Page 413
READ EACH example of Culture-Bound Syndromes...
1. What are culture-bound syndromes? Definition?
2. Answer the 18.1 (greenish/blue) question at the bottom.
3. Name/describe another example of this found in the world.
In Class- E of L CHECK - 18-2 (model anxiety disorders) through 18-6 (Kinds of Disorders) -in your assigned group and USE GOOGLE SLIDES 1. What is the definition of your kind of disorder? 2. Provide some examples of it. 3. Describe possible causes of it. 4. How is it treated?
It's Go Time!
1,2,3,4,5
-Your job is to take DETAILED notes of the OTHER FOUR disorders
while they are presenting.
Crash Course Psychology: Psychological Disorders: https://www.youtube.com/watch?v=wuhJ-GkRRQc
1. Describe how the perspectives of mental illnesses has changes.
2. How are disorders diagnosed? Describe how this tool is used.
3. Why is it an evolving process? Explain.
Evidence of Learning-
Presentation notes (from OTHER FOUR) disorders
Crash Course Psychology: Psychological Disorders: https://www.youtube.com/watch?v=wuhJ-GkRRQc
1. Describe how the perspectives of mental illnesses has changes.
2. How are disorders diagnosed? Describe how this tool is used.
3. Why is it an evolving process? Explain.
TUESDAY - 2 MAY 2017 2nd HOUR WU-
READ / DISCUSS "Not Guilty by Reason of Insanity" p.412
1. What is the M'Naughten Rule? From whom is it named? Why?
2. Go over insanity as a legal concept - what are the differences?
In Class- E of L CHECK -
18-2 (model anxiety disorders) through 18-6 (Kinds of Disorders)
-in your assigned group and
USE GOOGLE SLIDES
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?
18-2 (model anxiety disorders) through 18-6 (Kinds of Disorders)
-in your assigned group:
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?
my strange addiction
cnnstudentnews.com
Evidence of Learning-
FRIDAY - 28 APRIL 2017 2nd HOUR WU- READ - PAGE 418 "Terrorism and Anxiety" ANSWER "Think About It" question
In Class- E of L CHECK - 18-2 Anxiety Disorders / Name and Explain the Five
Evidence of Learning-
(2 PARTS)
1- READ Classifying Psychological Disorders (411-413)
NAME / DEFINE / DESCRIBE differences in categories on page 414
THURSDAY - 27 APRIL 2017 2nd HOUR WU-
ANSWER the following...
1. What role does intelligence testing have in schools and in the workplace?
2. What do you think are some ways that parents and educators can help student
develop his or her intelligence?
3. Do schools test for IQ scores? Would knowledge of their IQ scores affect a student's performance? Explain.
INTRO - Chapter 18 - Psychological Disorders -How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior? -go over pgs. 410-411 notes
Classifying Psychological Disorders (411-413)
*look over categories on page 414
Evidence of Learning-
18-2 Anxiety Disorders
1. Define anxiety disorders-
2. Name AND Explain EACH of the FIVE anxiety disorders.
TUESDAY - 25 APRIL 2017 2nd HOUR WU-
Name 2 other ways that you think these individuals should be tested for the intelligence...
In Class- E of L CHECK -
GO OVER
Chapter 9 Test
If time permits...
FINISH
Battle of the Brains!
-BBC / Multiple Intelligences
Evidence of Learning- FINISH: 1st 10 minutes of "Battle of the Brains" w/ video companion:
If time permits...
START
Battle of the Brains!
-BBC / Multiple Intelligences
Evidence of Learning- PART 1 Take this Emotional IQ Test: http://greatergood.berkeley.edu/ei_quiz/
1. What did you score? What does this mean?
2. Do you agree with the results? Why?
3. List or describe at least 2 problems or issues you had with taking this test.
4. Name 2 jobs or professions that could benefit from using these types of tests.
5. Which emotion / picture did you have the most trouble with?
PART 2
COMPLETE
-THE FIRST PAGE of this "Battle of the Brains" video companion:
TUESDAY - 18 APRIL 2017 2nd HOUR WU- READ p.217 ANSWER the following:
1. Why did Gardner choose these 7 major figures?
2. What does EC stand for?
3. Give your own example of someone who possesses most of these characteristics.
4. Is the EC a valid description that could be used to help identify intelligence? Explain.
In Class- E of L CHECK - Tuesday's Part 1 and Part 2
Go over E of L responses on intelligence
Here's what a couple people say about intelligence...
Spearman Thurstone Gardner Sternberg
Evidence of Learning-
(2 PARTS)
PART 1
Emotional Intelligence (pages 208-210)
1. Define it.
2. According to Goleman - NAME and EXPLAIN the FIVE FACTORS of Emotional Intelligence.
USE 9-2 to assist you with responses to the following: 3. What are two examples of tests that measure for intelligence? Give background and examples of each. 4. Explain the difference between test reliability and test validity.
Problems with intelligence tests...(p. 214)
PART 2
A sample of Howard Gardner's Multiple Intelligence Test...
-print off results
1. What are you strengths? Weaknesses?
2. Do you agree with the results? Explain with detail.
MONDAY - 17 APRIL 2017 2nd HOUR WU-
READ p.209 "Artificial Intelligence"
ANSWER the 3 "Think About It" questions
In Class- E of L CHECK - 50 First Dates handout AND b.socrative.com questions
Intro. to Chapter 9: Intelligence
Evidence of Learning-
(2 PARTS)
1-
(Use your brain only for 1-4.) ANSWER the following by using only your brain: 1. What is your definition of "intelligence"? 2. What does intelligence look like? 3. Could there be different kinds of intelligences? Explain. 4. How might you test for intelligence? What way or type would work the best?
2- (Use your textbook to define these two terms.) Achievement vs. Intelligence
FRIDAY - 14 APRIL 2017 2nd HOUR
LT/EQ - Identify and define the stages of memory. Investigate types of memory loss.
WU- 1. What are some discrepancies within the movie? (Problems with the plots OR solutions to Lucy's problem?) ...that doesn't seem right...not sure that is correct...really, how/why did they do that? 2. What are some questions from the movie that you have?
to assist you with side 2:
COMPLETE: Text to Text / Text to Self / Text to World - other side of video companion
*We have been studying/discussing/researching memory problems,
connect the movie to memory topics:
-Discussed in class and textbook (text to text)
-Connected to your own lives (text to self)
-Heard/Seen/Read about in the World (text to world)
PART 2
Complete this quiz:
b.socrative.com
283933
TUESDAY - 11 APRIL 2017 2nd HOUR
LT/EQ - Identify and define the stages of memory.
WU-
In Class- E of L Due - PAST DUE: Chapter 7: Memory Test
FINISH:
60 Minutes "Eyewitness Testimony" Part 1 AND Part 2 http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future? 5. How can eyewitness testimony and procedures be done differently? 6. Describe your reaction to this story. 7. Is this an issue that should be looked more closely at here in CO and in the nation? Why?
Evidence of Learning-
60 Minutes "Eyewitness Testimony" Part 1 http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future? 5. How can eyewitness testimony and procedures be done differently? 6. Describe your reaction to this story. 7. Is this an issue that should be looked more closely at here in CO and in the nation? Why?
60 Minutes "Eyewitness Testimony" Part 1 http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
Evidence of Learning-
Chapter 7 Test
60 Minutes "Eyewitness Testimony" Part 1 http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
Evidence of Learning- Chapter 7 Test - Memory - FRIDAY 21 NOV 2014
TUESDAY - 4 APRIL 2017 2nd HOUR
LT/EQ - Identify and define the stages of memory.
WU-
In Class- E of L DUE: 7.2 and 7.3 of Friday's handout
7-1 / 7-2 / 7-3 Memory Quiz
60 Minutes "Eyewitness Testimony" Part 1 http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
Evidence of Learning-
Forgetting...
1. What are the different kinds of amnesia? Explain /Define EACH
MONDAY - 3 APRIL 2017 2nd HOUR
LT/EQ - Identify and define the stages of memory.
WU- Page 175 End of Chapter 7 Review 1,2,3,4
In Class- E of L DUE: 7.2 side of Friday's handout
Chapter 7-2 (pages 155-160)
3 Processes of Memory (encoding, storage, retrieval)
see attachment template:
60 Minutes "Eyewitness Testimony" Part 1 http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
Remainder of class time should be dedicated to doing
the 7-3 Stages of Memory notes (from the book using the template format)
Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory
AND
STUDY for a quiz on material from Ch.7 (sections 1,2,3)
FRIDAY - 31 MARCH 2017 2nd HOUR
LT/EQ - How do dreams affect our consciousness?
WU-
ON THE WARMUP handout
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.
In Class- E of L DUE: Pill for Memory Loss (article and questions) Chapter 7 quizlet.com vocabulary list
PRESENT:
Three Processes of Memory
-We worked in groups to DEFINE and CREATE a poster for each:
ENCODE-
STORAGE-
RETRIEVAL-
FFI - finish?
Evidence of Learning-
ONLY COMPLETE the 7-2 Review of this handout:
THURSDAY - 30 MARCH 2017 2nd HOUR LT/EQ How do dreams affect our consciousness?
WU-
Page 165 - "Can We Trust Eyewitness Testimony?"
1. What are some problems with eyewitness testimony?
2. How could it be made more reliable?
In Class- E of L DUE: Pages 154-155 (1,2,3) Chapter 7 quizlet.com vocabulary list
GO OVER yesterday's WU...
Starting Chapter 7...
Use page 154 to answer the following questions:
1. Define memory-
2. What is a memory you have that is very vivid? Why do you think you remember it so well?
3. When recalling an event with friends or family, why do you think everyone's memories might be a little different about it?
Three Kinds of Memory - review
Three Processes of Memory
-We worked in groups to DEFINE and CREATE a poster for each:
ENCODE-
STORAGE-
RETRIEVAL
TUESDAY - 28 MARCH 2017 2nd HOUR WU-
Starting Chapter 7...
Use page 154 to answer the following questions:
1. Define memory-
2. What is a memory you have that is very vivid? Why do you think you remember it so well?
3. When recalling an event with friends or family, why do you think everyone's memories might be a little different about it?
In Class- E of L DUE: READ Chapter 7 - Section 1 ANSWER: 1. What are the 3 KINDS of memory? Define each. 2. Give ONE personal example for each kind.
Evidence of Learning-
(2 PARTS)
A-
Pages 154-155
1. What is Episodic Memory? Define/Provide examples.
2. What is Semantic Memory? Define/Provide examples.
3. What is Implicit Memory? Define/Provide examples.
B-
quizlet.com
CREATE a CHAPTER 7 Vocabulary List
PRINT IT OFF
MONDAY - 27 MARCH 2017 2nd HOUR WU- Study Time!
In Class- Chapter 5 Test
cnnstudentnews.com
Evidence of Learning- READ Chapter 7 - Section 1
ANSWER:
1. What are the 3 KINDS of memory? Define each.
2. Give ONE personal example for each kind.
FRIDAY - 24 MARCH 2017 2nd HOUR
WU-
Page 123 "Building Social Studies Skills" 1,2,3,4
In Class- E of L DUE: Page 122 "Understanding Main Ideas" 3,4 "Thinking Critically" 2,3
Altered States of Consciousness examples... Biofeedback Meditation Hypnosis
Add these to your paper: *4. What are the 2 types of FFI? *5. Describe what scientists believe is going on with the brain. *6. Would you want to know if you were a carrier of the gene or not? Explain.
Evidence of Learning- STUDY!!! Chapter 5 Test - MONDAY 27 MARCH 2017
THURSDAY - 23 MARCH 2017 2nd HOUR WU- Page 114 READ "Case Studies" ANSWER: 1. What are some examples of voluntary and involuntary forms of behavior? 2. What is biofeedback? 3. Describe the study discussed in the reading... 4. How can biofeedback help humans?
In Class- E of L DUE:
Narcolepsy article responses
Add these to your paper: *4. What are the 2 types of FFI?
*5. Describe what scientists believe is going on with the brain.
*6. Would you want to know if you were a carrier of the gene or not? Explain.
Altered States of Consciousness
Biofeedback
Meditation
Hypnosis
Evidence of Learning- Page 122 "Understanding Main Ideas" 3,4 "Thinking Critically" 2,3
TUESDAY - 21 MARCH 2017 2nd HOUR
EQ/LT - Describe what happens while we sleep.
WU-
READ 119 "Exploring Diversity"
ANSWER:
1. Give 3 examples of other cultures and altered states of consciousness.
2. Why do some cultures view this as something to be avoided and others something to be sought out?
WU-
PAGE 104 - "Truth or Fiction" at the very top
READ all 5
ANSWER whether you think its T or F (and support your answer)
In Class- E of L DUE:
Mind's Big Bang - Reflection Questio
Consciousness as a Construct / Meanings of Consciousness (p.104)
REVIEW Connecting to last week...
1. What is "consciousness"?
2. What do you know about it? Explain...tell me about it...
3. Can you define it? (In your own words.)
*Types of Awareness
and
*Freud's Levels of Consciousness
Levels of Consciousness (pages 105-106)
Altered States of Consciousness
-Sleep
-Stages and Cycles of sleep (with partner) Use textbook pages 107-109 to assist you (as well as other online sources):
-NAME / SKETCH / EXPLAIN each of the stage of sleep.
Evidence of Learning-
Use pages 108-109 to ANSWER:
1. Why do we sleep? (Explain with reason, detail, fact.)
THURSDAY - 9 MARCH 2017 2nd HOUR WU-
We are going big here...
-What do you think are the 3 greatest inventions/accomplishments in human history? Why?
In Class- E of L DUE:
Consciousness / Levels of Consciousness ?s
FINISH: "The Mind's Big Bang" (NOVA)
-Development of the Modern Mind
ADD:
(During and After)
*On the back of video sheet - Using 2 columns:
"According to the video, what are the physical changes AND social changes that occurred in humans?"
Evidence of Learning- Connecting to the last couple of days...
1. What is "consciousness"?
2. What do you know about it? Explain...tell me about it...
3. Can you define it? (In your own words.)
Minds Big Bang - Reflection Questions:
1. What do anthropologists think the purpose of cave painting (spit painting) was?
2. Anthropologists think that the development of language gave humans a huge evolutionary advantage. What did (and still does) language do for humans?
3. Susan Blackmore studies “memes” and believes that they are driving human evolution more than genetic evolution. What are they? Give an example at least two significant ones and explain how they affect evolution.
Post Test Activity: Consciousness / Levels of Consciousness (pages 105-106) 1. Define Consciousness- 2. What are they? 3. What's going on at each of these levels? / Examples for each
(start Monday or Tuesday) "The Mind's Big Bang"
-Development of the Modern Mind
Evidence of Learning-
(2 PARTS) A - Chapter 6 Test
B - Post Test Activity: Consciousness / Levels of Consciousness (pages 105-106) 1. Define Consciousness- 2. What are they? 3. What's going on at each of these levels? / Examples for each
THURSDAY - 2 MARCH 2017 3rd HOUR / 4TH HOUR WU- Page 151 "Building Social Studies Skills" 1,2,3,4
In Class- E of L DUE: Operant Conditioning Graphic Organizer (6-2 / pages 136-142)
USE YOUR BOOK to define and compare/contrast each of the following:
1. What is reinforcement? What are TWO types? Define each.
2. Rewards vs. Punishments
3. Continuous vs. Partial Reinforcement
4. Interval Schedules (Fixed vs. Variable) -picture p.141
5. Ratio Schedules (Fixed vs. Variable) -read p.141
6. What are some examples of Operant Conditioning?
YOUR TURN! In each example write down how operant conditioning is being used AND/OR Identify the connections to the principles of operant conditioning:
(Page 150) End of Chapter 6 Practice Vocabulary "Identifying People and Places" 1-10
Evidence of Learning-
-PUT THE FOLLOWING IN YOUR NOTEBOOK (I will check for it next class)
USE YOUR BOOK to define and compare/contrast each of the following:
1. What is reinforcement? What are TWO types? Define each.
2. Rewards vs. Punishments
3. Continuous vs. Partial Reinforcement
4. Interval Schedules (Fixed vs. Variable) -picture p.141
5. Ratio Schedules (Fixed vs. Variable) -read p.141
6. What are some examples of Operant Conditioning?
(Page 150) End of Chapter 6 Practice Vocabulary "Identifying People and Places" 1-10
CHAPTER 6 TEST - MONDAY 6 MARCH 2017
TUESDAY - 28 FEB 2017 2nd HOUR**
LT/EQ - Students will investigate differences between classical and operant conditioning.
Evidence of Learning- Pages 135-136 READ "Operant Conditioning" & "B.F. Skinner's Ideas for the Birds" 1. Definition of operant conditioning- 2. How is it different from classical conditioning? 3. What was Skinner's big idea? 4. Give some reasons why it didn't work out...
FRIDAY - 23 FEB 2017 3rd HOUR WU- READ page 134 "The Story of Little Albert" ANSWER: 1. What were Watson and Rayner trying to study? 2. Describe the experiment. 3. What do you think is up with Little Albert today? 4. What is your view on the ethics of this experiment?
In Class-
E of L DUE:
6-1 Notes and FIRST 2 from conditioning handout
DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples): Taste Aversion- Extinction- Spontaneous Recovery- Generalization- Discrimination-
Evidence of Learning- DO THIS: A - DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples): Taste Aversion- Extinction- Spontaneous Recovery- Generalization- Discrimination-
B - Definitions above (if not completed) AND -READ pages 133 and 135 ANSWER: What are the applications of classical conditioning?
C - STUDY THIS:
6-1 MATERIAL (for mini quiz NEXT CLASS)
THURSDAY - 23 FEB 2017 2nd HOUR WU- READ:
Upfront Magazine "Unsafe Behind the Wheel?"
(pages 6-7)
ANSWER:
1. What are some statistics on teen driving and texting (found within the text)?
2. Give 2 examples of what states are doing to try and make teens safer drivers.
3. What do you think? Give examples of other ways that might be good ideas to help with this.
In Class- E of L DUE: *Chapters 10/11 Owner's Manual DUE AT THE START OF CLASS
Evidence of Learning-
USE page 128-130 to help you...
1. Who is Ivan Pavlov?
2. What did he do that makes him a pioneer in classical conditioning?
3, DEFINE: US, UR, CS, CR, NS (Neutral Stimuli)
WU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?
*Is there anything now (vs. 2000) that impacts teens and jobs today?
In Class- E of L DUE: Developmental psychologists' theories/contributions to the field
REVIEW: Physical / Motor Development
Gesell / Piaget vs. Flavell
Perceptual Development
(visual cliff)
Piaget's Stages of Cognitive Development
(video clip examples)
Kohlberg's Moral Development
-The Heinz Dilemma (p.246)
FINISH: Social Development / Peer Influences / Self-Esteem
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)
Piaget's Stages of Cognitive Development
(video clip examples)
Evidence of Learning- READ :Chapter 11-1: Adolescent Development ANSWER: 11-1 Review questions 1 and 3
FRIDAY - 10 FEB 2017 2nd HOUR WU-
(10-3 and 10-4 material)
1. DEFINE:
attachment-
contact comfort-
imprinting-
2. What is the difference between:
assimilation-
and
accommodation-
In Class-
E of L DUE:
Piaget activity
Evidence of Learning-
(2 PARTS)
1-
Chapter 10 Test (only using you, your book and your notes)
THURSDAY - 9 FEB 2017 2nd HOUR WU-
READ p.245 "The Story of the Cups"
ANSWER:
1. What does this tell us about the reasoning of younger and older kids? Explain.
Recall a time in your childhood when you accidentally broke something...
2. What were the circumstances?
(Example - Were you throwing/doing something despite a warning not to do it?)
3. How did your parents react to the breakage?
4. How important to your parents was the intention behind the misdeed?
In Class- E of L DUE: 10-2 Notes Check AND your picture/graphic of what development looks like
Review:
Gesell / Piaget / Flavell
Piaget's Stages of Cognitive Development:
(in notebook - define each)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
Match the statements to one of Piaget's Stage of Development
2-
READ pages 240-241 "Self-Esteem" ANSWER ON BACK of Piaget Matching handout:
1. What is it?
2. Describe some influences on it.
3. What are the different kinds or types?
4. Gender or age connections?
TUESDAY - 7 SEPT 2017 2nd HOUR
WU-
READ page 232 "Reflexes"
ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?
2-
10-2 Notes (similarities/differences between the following individuals)
Gesell vs. Piaget vs. Flavell
*Similarities between them?
*Differences?
3-
Draw an image / picture / graph, etc. that shows what development looks like to you
MONDAY - 6 FEB 2017 2nd HOUR WU-
Who and/or what do you think influences our development?
(Give some examples that will help to defend your response)
In Class-
E of L DUE:
Chapter 2 Test that you created
Assess yourselves!
(in notebook)
How old were you when you:
1. first started talking?
2. rolled over?
3. sat up?
4. started crawling?
5. started walking?
6. could write your name?
7. were able to start reading?
WU-
USE pages 34-40 to answer the following:
1. Explain the difference(s) between positive correlation and negative correlation.
IN CLASS-
E of L Due: Unethical Study (hard copy and responses)
Review
Ethics in research
examples:
Stanley Milgram
Asch's Lines of Conformity
cnnstudentnews.com
Evidence of Learning- TYPED 12pt. font Make Your Own Chapter 2 Test!!!
10 T/F
10 M/C (w/ 3 possible choices for answers)
1 Short Answer
(Blank copy of TEST and a SEPARATE key)
THURSDAY - 2 FEB 2017 2nd HOUR
WU-
Page 47 (Section Review #2 and #3)
IN CLASS-
E of L Due: "How Social Scientists Find Information" handout
Evidence of Learning-
FIND AND PRINT a copy of an unethical study.
(search: examples of unethical studies)
1. Brief summary (3 or more sentences) of the study and describe its "findings" or conclusions.
2. What made it unethical? Which APA guidelines did it violate?
3. Describe your reaction to this study.
4. How might it have been conducted differently...to possibly become an ethical experiment/study?
Sponge Bob - Experiment/Results
"Watching SpongeBob Squarepants Makes Preschoolers Slower Thinkers, Study Finds"
ANSWER:
1. What is purpose of study?
2. What is the sample? population?
3. Is it valid? reliable? Why?
4. Do you agree with conclusions? How might you conduct such an experiment?
_
Methods of Observation ppt
Evidence of Learning- In a TYPED paragraph form (7 sentences or more), answer the following question:
"Provide 2 examples of research areas or ideas studied within the field of psychology discussed in this documentary. How did they change over time? What contributions to the field of psychology did they make? Explain each."
paragraph / typed - 12pt. font
TURN IN A HARD COPY or SUBMIT IT THROUGH GOOGLE CLASSROOM (your class code is below):
THURSDAY - 19 JAN 2017 2nd HOUR WU-
Design 4 psychology-related questions (from our notes thus far) to ask us.
In Class- E of L DUE:
FINISH:
Psychology history notes
Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis
Group Poster
(Ch. 1 / Section 4)
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition) Intro. to Psychology - Crash Course https://www.youtube.com/watch?v=vo4pMVb0R6M
Evidence of Learning-
STUDY
Chapter 1 Test - FRIDAY 20 JAN 2017
TUESDAY - 17 JAN 2017 2nd HOUR WU-
PAGE 23 "Building Social Studies Skills"
ANSWER 1.2.3.4
In Class- E of L DUE: PARTS 1,2,3 (COLLECT) PAST E of L DUE: Your group's notes on the history of psychology
FINISH:
Psychology history notes
Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis
Evidence of Learning-
Chapter 1 Test - FRIDAY 20 JAN 2017
FRIDAY - 13 JAN 2017 2nd HOUR WU-
READ pages 4-5
ANSWER:
1. NAME and DESCRIBE the 5 GOALS of Psychology.
In Class- E of L DUE: Your group's notes on the history of psychology
WITH YOUR SUMMER PARTNER:
PART 1 -
READ and TAKE NOTES on Sigmund Freud and the School of Psychoanalysis (p.17)
PART 2 -
(p.22) "Understanding Main Ideas" #3 and #4
PART 3 -
(p.23) "Thinking Critically" #2
Evidence of Learning-
PART 1 -
READ and TAKE NOTES on Sigmund Freud and the School of Psychoanalysis (p.17)
PART 2 -
(p.22) "Understanding Main Ideas" #3 and #4
PART 3 -
(p.23) "Thinking Critically" #2
THURSDAY - 12 JAN 2017 2nd HOUR WU-
(Use pages 8-11 to assist you.)
ANSWER
PAGE 11
1 and 2
In Class-
E of L DUE:
Chart of Psychological Professions
Types of Psychological Professions - mini quiz
Psychology as a science
Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis
Evidence of Learning-
WE TOOK THIS IN CLASS:
Types of Psychological Professions - mini quiz
Finish historical overview of psychology if not completed during class
TUESDAY - 10 JAN 2017 2nd HOUR WU-
READ page 7, "Thinking Critically About Astrology"
ANSWER the following questions:
1. Why is astrology NOT an empirical (research) science?
2. Why do people continue to seek astrologists for answers to things?
3. DEFINE vocabulary- behavior, cognitive activities, theory, principle
In Class-
E of L Check / Discussion
BOOKS / Seasonal Partners
Psychology as a science
*Create a chart of the Types of Psychological Professions and a description of each.
USE PAGES 8-11 to help you.
There will be a QUIZ on this information next class.
*Historical overview of psychology and the Psychological 6 (on own and then ppt)
_ 7 Contemporary Perspectives of Psychology (7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning- Create a chart of the Types of Psychological Professions and a description of each. USE PAGES 8-11 to help you. There will be a QUIZ on this information next class.
MONDAY - 9 JAN 2017 2nd HOUR WU- What is Psychology? What are some uses or applications for it?
In Class- Syllabus/expectations/procedures/book sign out sheets
Discussed examples of risky behavior/definitions -you? -someone you know? -why?
Evidence of Learning- Find a job related to psychology: 1. What is it? 2. What does it do? What kind of job is it?
MONDAY - 27 MARCH 2017 2nd HOUR WU- Study Time!
In Class- Chapter 5 Test
cnnstudentnews.com
Evidence of Learning- READ Chapter 7 - Section 1
ANSWER:
1. What are the 3 KINDS of memory? Define each.
2. Give ONE personal example for each kind.
TUESDAY - 28 MARCH 2017 2nd HOUR WU-
Starting Chapter 7...
Use page 154 to answer the following questions:
1. Define memory-
2. What is a memory you have that is very vivid? Why do you think you remember it so well?
3. When recalling an event with friends or family, why do you think everyone's memories might be a little different about it?
In Class- E of L DUE: READ Chapter 7 - Section 1 ANSWER: 1. What are the 3 KINDS of memory? Define each. 2. Give ONE personal example for each kind.
Evidence of Learning-
(2 PARTS)
A-
Pages 154-155
1. What is Episodic Memory? Define/Provide examples.
2. What is Semantic Memory? Define/Provide examples.
3. What is Implicit Memory? Define/Provide examples.
B-
quizlet.com
CREATE a CHAPTER 7 Vocabulary List
PRINT IT OFF
FRIDAY - 11 DEC 2015 3rd HOUR / 4TH HOUR WU-
READ "Are Smartphones Making Us Stupid?"
RESPOND to:
-Which side do you agree more with? Why? Support your answer.
In Class- E of L CHECK - Chapter 18 Presentations DUE
"Let the presentations begin!"
A or F / B or G / C or H / D or I / E or J
my strange addiction
cnnstudentnews.com
Evidence of Learning-
Here is the Final Exam Study Guide:
18-2 (model anxiety disorders) through 18-6 (Kinds of Disorders)
-in your assigned group:
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?
my strange addiction
cnnstudentnews.com
Evidence of Learning-
Complete the research of your disorder from Chapter 18*
*email me your presentation
TUESDAY - 8 DEC 2015 3rd HOUR / 4TH HOUR WU-
LISTEN or READ this story: http://www.npr.org/2013/10/20/238095806/when-playing-video-games-means-sitting-on-lifes-sidelines
ANSWER:
1. What is the name of the [[#|addiction treatment]] center?
2. Describe some the effects of gaming that led to these individuals seeking help.
3. What were some problems the treatment center had with the different treatment/help levels?
4. Is this a newer addiction problem? How have things changes over time?
In Class- E of L CHECK - 18-2 Anxiety Disorders / Name and Explain the Five
REVIEW - Chapter 18 - Psychological Disorders -How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior? -go over pgs. 410-411 notes
ID and [[#|Symptoms]] of Psychological Disorders (pgs. 410-411)
Anxiety Disorders...go time!
-explaining them (p.417)
REVIEW: Classifying Psychological Disorders (411-413)
*look over categories on page 414
MONDAY - 7 DEC 2015 3rd HOUR / 4TH HOUR WU- READ - PAGE 418 "Terrorism and Anxiety" ANSWER "Think About It" question
In Class- E of L CHECK -
REVIEW - Chapter 18 - Psychological Disorders -How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior? -go over pgs. 410-411 notes
READ / DISCUSS "Not Guilty by Reason of Insanity" p.412
*go over M'Naughten Rule and go over insanity as a legal concept
Classifying Psychological Disorders (411-413)
*look over categories on page 414
Evidence of Learning-
18-2 Anxiety Disorders
1. Define anxiety disorders-
2. Name AND Explain EACH of the FIVE anxiety disorders.
FRIDAY - 4 DEC 2015 3rd HOUR / 4TH HOUR WU-
ANSWER the following...
1. What role does intelligence testing have in schools and in the workplace?
2. What do you think are some ways that parents and educators can help student
develop his or her intelligence?
3. Do schools test for IQ scores? Would knowledge of their IQ scores affect a student's performance? Explain.
TUESDAY - 1 DEC 2015 3rd HOUR / 4TH HOUR WU-
READ "Intelligence Averages..." handout
ANSWER:
1. What is the proposed link? Explain the link.
2. Would you deem this a valid study? Why?
3. Describe some next steps that could be taken as a result of this study.
In Class- E of L CHECK - influences on intelligence (9-4)
Influences on Intelligence
-Genetic
-Environmental
START
Battle of the Brains!
-BBC / Multiple Intelligences
Evidence of Learning- Take this Emotional IQ Test: http://greatergood.berkeley.edu/ei_quiz/
1. What did you score? What does this mean?
2. Do you agree with the results? Why?
9-4 - NOTES Genetic AND Environmental Influences on Intelligence
FRIDAY - 20 NOV 2015 3rd HOUR / 4TH HOUR WU- READ p.217 ANSWER the following:
1. Why did Gardner choose these 7 major figures?
2. What does EC stand for?
3. Give your own example of someone who possesses most of these characteristics.
4. Is the EC a valid description that could be used to help identify intelligence? Explain.
In Class- E of L CHECK - 9-3 info. - Name and Describe the differences in intelligence
REVIEW:
...rollin' the dice... Spearman Thurstone Gardner Sternberg
3rd/4th Hours-
Problems with Intelligence Tests (p. 214)
-test reliability / test validity
Diane Van Deren
Woman Who Can't Forget
cnnstudentnews.com (20 NOV 2015)
Evidence of Learning-
What is it about Thanksgiving...that makes it exciting and fun...but also stressful...? :)
WED - 18 NOV 2015 / THURS - 19 NOV 2015 3rd HOUR / 4TH HOUR WU-
READ p.209 "Artificial Intelligence"
ANSWER the 3 "Think About It" questions
In Class- E of L CHECK -
Achievement vs. Intelligence
Here's what a couple people say about intelligence... Spearman Thurstone Gardner Sternberg
Emotional Intelligence (p. 210)
USE 9-2 to assist you with responses to the following: 1. What are two examples of tests that measure for intelligence? Give background and examples of each. 2. Explain the difference between test reliability and test validity.
PART 2
Use 9-3 to assist you...
-Name and describe the differences in intelligence.
TUESDAY - 17 NOV 2015 3rd HOUR / 4TH HOUR WU- 1. What are some discrepancies within the movie? (Problems with the plots OR solutions to Lucy's problem?) ...that doesn't seem right...not sure that is correct...really, how/why did they do that? 2. What are some questions from the movie that you have?
COMPLETE: Text to Text / Text to Self / Text to World - other side of video companion
*We have been studying/discussing/researching memory problems,
connect the movie to memory topics:
-Discussed in class and textbook (text to text)
-Connected to your own lives (text to self)
-Heard/Seen/Read about in the World (text to world)
Evidence of Learning- (2 PARTS)
PART 1
COMPLETE: Text to Text / Text to Self / Text to World - other side of video companion
*We have been studying/discussing/researching memory problems,
connect the movie to memory topics:
-Discussed in class and textbook (text to text)
-Connected to your own lives (text to self)
-Heard/Seen/Read about in the World (text to world)
PART 2
(Use your brain only for 1-4.) ANSWER the following by using only your brain: 1. What is your definition of "intelligence"? 2. What does intelligence look like? 3. Could there be different kinds of intelligences? Explain. 4. How might you test for intelligence? What way or type would work the best?
(Use your textbook to define these two terms.) Achievement vs. Intelligence
MONDAY - 16 NOV 2015 3rd HOUR / 4TH HOUR WU- 1. What type of memory loss condition does Lucy suffer from? 2. Do you know of anyone that has memory loss? What kind is it? How did it happen?
In Class- E of L DUE... 7-4 (E of L questions 1 and 2)
Finish
60 Minutes "Eyewitness Testimony" Part 1 http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
"60 minutes- eyewitness testimony-Picking Cotton" Part 2 5. How can eyewitness testimony and procedures be done differently? 6. Describe your reaction to this story. 7. Is this an issue that should be looked more closely at here in CO and in the nation? Why?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
"60 minutes- eyewitness testimony-Picking Cotton" Part 2 5. How can eyewitness testimony and procedures be done differently? 6. Describe your reaction to this story. 7. Is this an issue that should be looked more closely at here in CO and in the nation? Why?
Evidence of Learning-
Use 7-4 (pages 169-170)
to assist you:
1. Define: decay, repression, amnesia-
2. Name AND Define the 3 types of amnesia
WED - 4 NOV 2015 / THURS - 5 NOV 2015 3rd HOUR / 4TH HOUR WU-
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.
In Class-
E of L DUE - FINISH notes on YOUR Process of Memory (Encoding / Storage / Retrieval)
60 Minutes "Eyewitness Testimony" Part 1 http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory
and
STUDY for a memory quiz on material from Ch.7 (sections 1 and 2)
TUESDAY - 3 NOV 2015 3rd HOUR / 4TH HOUR WU-
Starting Chapter 7...
ANSWER each of the Truth or Fiction questions
on page 154...(6 total)
In Class- E of L DUE: Pages 154-155 1. What is Semantic Memory? Define/Provide examples. 2. What is Implicit Memory? Define/Provide examples.
THREE Kinds of Memory
Episodic
Semantic
Implicit
THREE Processes of Memory (pages 155-160)
(Alphas, Bravos, Charlies)
-Encoding
-Storage
-Retrieval
cnnstudentnews.com (3 NOV 2015)
Evidence of Learning-
(Chapter 7: Section 2)
FINISH reading/notes on YOUR group's Process of Memory*
(Encoding or Storage or Retrieval)
-What is the process? Identify vocabulary terms. Provide examples or research from the text.
*If you missed class, pick ONE and complete for next class.
MONDAY - 2 NOV 2015 3rd HOUR / 4TH HOUR WU-
Starting Chapter 7...
Use page 154 to answer the following questions:
1. Define memory-
2. What is a memory you have that is very vivid? Why do you think you remember it so well?
3. When recalling an event with friends or family, why do you think everyone's memories might be a little different about it?
Evidence of Learning-
STUDY - Chapter 5 TEST - FRIDAY 30 OCT 2015
MONDAY - 26 OCT 2015 3rd HOUR / 4TH HOUR WU- Page 114 READ "Case Studies" ANSWER: 1. What are some examples of voluntary and involuntary forms of behavior? 2. What is biofeedback? 3. Describe the study discussed in the reading... 4. How can biofeedback help humans?
In Class- E of L DUE:
Narcolepsy article responses
3rd HOUR / 4TH HOUR WU-
READ 119 "Exploring Diversity"
ANSWER:
1. Give 3 examples of other cultures and altered states of consciousness.
2. Why do some cultures view this as something to be avoided and others something to be sought out?
In Class- E of L DUE:
1. Why do we sleep? (Explain using reason, detail, fact.)
Altered States of Consciousness
-Sleep
-Stages and Cycles of sleep (with partner)
Pages 110-112
Sleep Problems
-Name and define each one
-What is a treatment for each one?
TUESDAY - 20 OCT 2015 3rd HOUR / 4TH HOUR WU-
PAGE 104 - "Truth or Fiction" at the very top
READ all 5
ANSWER whether you think its T or F (and support your answer)
In Class- E of L DUE:
Mind's Big Bang - Reflection Questions 1,2,3
Consciousness as a Construct / Meanings of Consciousness (p.104)
REVIEW Connecting to last week...
1. What is "consciousness"?
2. What do you know about it? Explain...tell me about it...
3. Can you define it? (In your own words.)
*Types of Awareness
and
*Freud's Levels of Consciousness
Levels of Consciousness (pages 105-106)
Altered States of Consciousness
-Sleep
-Stages and Cycles of sleep (with partner) Use textbook pages 107-109 to assist you (as well as other online sources):
-NAME / SKETCH / EXPLAIN each of the stage of sleep.
Evidence of Learning-
Use pages 108-109 to ANSWER:
1. Why do we sleep? (Explain with reason, detail, fact.)
MONDAY - 19 OCT 2015 3rd HOUR / 4TH HOUR WU-
We are going big here...
-What do you think are the 3 greatest inventions/accomplishments in human history? Why?
In Class- E of L DUE:
Consciousness / Levels of Consciousness ?s
FINISH: "The Mind's Big Bang" (NOVA)
-Development of the Modern Mind
(During and After)
*On the back of video sheet - Using 2 columns:
"According to the video, what are the physical changes AND social changes that occurred in humans?"
Evidence of Learning- Connecting to last week...
1. What is "consciousness"?
2. What do you know about it? Explain...tell me about it...
3. Can you define it? (In your own words.)
Minds Big Bang - Reflection Questions:
1. What do anthropologists think the purpose of cave painting (spit painting) was?
2. Anthropologists think that the development of language gave humans a huge evolutionary advantage. What did (and still does) language do for humans?
3. Susan Blackmore studies “memes” and believes that they are driving human evolution more than genetic evolution. What are they? Give an example at least two significant ones and explain how they affect evolution.
WEDNESDAY - 14 OCT 2015 3rd HOUR / 4TH HOUR WU- Study Time...
Post Test Activity: Consciousness / Levels of Consciousness (pages 105-106) 1. Define Consciousness- 2. What are they? 3. What's going on at each of these levels? / Examples for each
Evidence of Learning-
(2 PARTS) Post Test Activity: Consciousness / Levels of Consciousness (pages 105-106) 1. Define Consciousness- 2. What are they? 3. What's going on at each of these levels? / Examples for each
YOUR TURN! In each example write down how operant conditioning is being used AND/OR Identify the connections to the principles of operant conditioning.
Evidence of Learning-
-PUT THE FOLLOWING IN YOUR NOTEBOOK (I will check for it next class)
USE YOUR BOOK to define and compare/contrast each of the following:
1. What is reinforcement? What are TWO types? Define each.
2. Rewards vs. Punishments
3. Continuous vs. Partial Reinforcement
4. Interval Schedules (Fixed vs. Variable) -picture p.141
5. Ratio Schedules (Fixed vs. Variable) -read p.141
6. What are some examples of Operant Conditioning?
FRIDAY - 9 OCT 2015 3rd HOUR / 4TH HOUR WU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?
WED - 7 OCT 2015 / THURS - 8 OCT 2015 3rd HOUR / 4TH HOUR WU- READ page 143 "Technology and Learning"
ANSWER:
"Think About It" 1,2
In Class- DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples): Taste Aversion- Extinction- Spontaneous Recovery- Generalization- Discrimination-
*Applications of Classical Conditioning...
Flooding and Systemic Desensitization-
Counter-conditioning-
The Bell and Pad Method / Bed Wetting-
Evidence of Learning- Pages 135-136 READ "Operant Conditioning" & "B.F. Skinner's Ideas for the Birds" 1. Definition of operant conditioning- 2. How is it different from classical conditioning? 3. What was Skinner's big idea? 4. Give some reasons why it didn't work out...
TUESDAY - 6 OCT 2015 3rd HOUR / 4TH HOUR WU- READ page 134 "The Story of Little Albert" ANSWER: 1. What were Watson and Rayner trying to study? 2. Describe the experiment. 3. What do you think is up with Little Albert today? 4. What is your view on the ethics of this experiment?
DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples): Taste Aversion- Extinction- Spontaneous Recovery- Generalization- Discrimination-
Evidence of Learning- DO THIS: -Definitions above (if not completed) AND -READ pages 133 and 135 ANSWER: What are the applications of classical conditioning?
STUDY THIS:
6-1 MATERIAL (for mini quiz on YOUR BLOCK DAY)
MONDAY - 5 OCT 2015 3rd HOUR / 4TH HOUR WU- READ:
Upfront Magazine "Unsafe Behind the Wheel?"
(pages 6-7)
ANSWER:
1. What are some statistics on teen driving and texting (found within the text)?
2. Give 2 examples of what states are doing to try and make teens safer drivers.
3. What do you think? Give examples of other ways that might be good ideas to help with this.
In Class-
E of L DUE:
*Chapters 10/11 Owner's Manual DUE AT THE START OF CLASS
Evidence of Learning-
USE page 128-130 to help you...
1. Who is Ivan Pavlov?
2. What did he do that makes him a pioneer in classical conditioning?
3, DEFINE: US, UR, CS, CR, NS (Neutral Stimuli)
FRIDAY - 2 OCT 2015 3rd HOUR / 4TH HOUR WU-
NO WU
In Class-
E of L DUE:
AREAS OF FOCUS (for your manual):
Physical / Motor Development
Gesell / Piaget vs. Flavell
Perceptual Development
(visual cliff)
Piaget's Stages of Cognitive Development
(video clip examples)
Kohlberg's Moral Development
-The Heinz Dilemma (p.246)
Social Development / Peer Influences / Self-Esteem
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)
TUESDAY - 22 SEPT 2015 3rd HOUR / 4TH HOUR WU-
READ p.245 "The Story of the Cups"
ANSWER:
1. What does this tell us about the reasoning of younger and older kids? Explain.
Recall a time in your childhood when you accidentally broke something...
2. What were the circumstances?
(Example - Were you throwing/doing something despite a warning not to do it?)
3. How did your parents react to the breakage?
4. How important to your parents was the intention behind the misdeed?
In Class-
E of L DUE:
10-2 Notes and Self-Esteem questions
Piaget's Stages of Cognitive Development:
(in notebook - define each)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
Evidence of Learning-
Use pages 241-244 to assist you:
Match the statements to one of Piaget's Stage of Development
MONDAY - 21 SEPT 2015 3rd HOUR / 4TH HOUR
WU-
READ page 232 "Reflexes"
ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?
In Class-
E of L DUE:
Development organizer and 10-1 questions
Evidence of Learning-
(2 PARTS)
1-
10-2 Notes (similarities/differences between the following individuals)
Gesell vs. Piaget vs. Flavell
*Similarities?
*Differences?
2-
READ pages 240-241 "Self-Esteem" ANSWER:
1. What is it?
2. Describe some influences on it.
3. What are the different kinds or types?
4. Gender or age connections?
DUE next class
FRIDAY - 18 SEPT 2015 3rd HOUR / 4TH HOUR WU-
Who and/or what do you think influences our development?
(Give some examples that will help to defend your response)
In Class-
E of L DUE:
Chapter 2 Test that you created
Assess yourselves!
(in notebook)
How old were you when you:
1. first started talking?
2. rolled over?
3. sat up?
4. started crawling?
5. started walking?
6. could write your name?
7. were able to start reading?
Evidence of Learning-
(2 PARTS)
1-
Physical Development Graphic Organizer
Evidence of Learning-
FIND AND PRINT a copy of an unethical study.
1. Brief summary (3 or more sentences) of the study and describe its "findings" or conclusions.
2. What made it unethical? Which APA guidelines did it violate?
3. Describe your reaction to this study.
4. How might it have been conducted differently...to possibly become an ethical experiment/study?
MONDAY - 14 SEPT 2015 3rd HOUR / 4TH HOUR
WU-
Page 44 "Section 4 Review" 1 and 2
In Class- EQ / Objective: What are examples of some things that can influence an experiment or study?
E of L DUE - GREEN "How Social Scientists Find Information"
Discussion of:
A recent study (of just about anything)
CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
Evidence of Learning-
Which METHOD of OBSERVATION is being described below? 1. Observing behavior in a closed-fixed setting. 2. Researchers collect a sample that includes people of different ages. 3. People are asked to respond to a series of questions about a particular subject. 4. Researchers select a group of participants and observe them over a period of time. 5. In-depth investigation of an individual or small group. 6. Observing people or animals in their natural habitats. 7. Intelligence, aptitude and personality tests are example of this method.
FRIDAY - 11 SEPT 2015 3rd HOUR / 4TH HOUR
WU-
Fast Four Minutes...Study Time!
In Class-
Chapter 2 (Sections 1 and 2) Vocabulary Quiz
Science/Research Methods You Should Know
Examples of correlation, independent and dependent variables
Sponge Bob - Experiment/Results
"Watching SpongeBob Squarepants Makes Preschoolers Slower Thinkers, Study Finds"
ANSWER:
1. What is purpose of study?
2. What is the sample? population?
3. Is it valid? reliable? Why?
4. Do you agree with conclusions? How might you conduct such an experiment?
_
Methods of Observation ppt
Part 2
-Summarize your research article (3-5 sentences)
-In your research article, LABEL:
population, sample, IV, DV, control group, experimental group
WED - 9 SEPT 2015 / THURS - 10 SEPT 2015 3rd HOUR / 4th HOUR WU-
READ page 45 "Hawthorne Plant Study"
ANSWER the following:
1. Describe the experiment
2. Give 2 reasons why it was a flawed experiment
In Class-
E of L DUE:
paragraph / typed - 12pt. font TURN IN A HARD COPY or SUBMIT IT THROUGH GOOGLE CLASSROOM (your class code is below): GOOGLE CLASSROOM https://classroom.google.com/u/0/c/MjA4Mjc5NjI5 3rd Hour code: vgiv8l 4th Hour code: 9nlvl5
Chapter 2 Introduction!
The scientific method
2-2 and 2-3 vocabulary in textbook in class
-notes on:
population, samples, selecting samples, generalizing results, volunteer bias,
correlation, positive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
Define above terms and find a psychological scientific study and its results
Evidence of Learning-
(2 PARTS)
1. FIND and PRINT off a recent study (of just about anything)
FRI - 4 SEPT 2015 3rd HOUR / 4th HOUR WU-
1. What is hysteria?
2. Describe how eugenics influenced immigration policy in the U.S. during the mid 1900's.
3. Give the background beliefs of nature vs. nurture when discussing human development.
In Class-
NO E of L DUE
FINISH
"In Search of Ourselves"
w/ video companion handout:
Evidence of Learning-
In a TYPED paragraph form (7 sentences or more), answer the following question:
"Provide 2 examples of research areas or ideas studied within the field of psychology discussed in this documentary.
How did they change over time? What contributions to the field of psychology did they make? Explain each."
paragraph / typed - 12pt. font
TURN IN A HARD COPY or SUBMIT IT THROUGH GOOGLE CLASSROOM (your class code is below):
MONDAY - 31 AUG 2015 3rd HOUR / 4th HOUR WU-
PAGES 4-5
READ: "Goals of Psychology"
ANSWER: "Psychologists have the same goals as scientists.
What are they? Give a little background for each one."
In Class-
DUE:
Page 21
1-4 (1 and 4)
Review material - miniquiz?
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis
Group Poster
(Ch. 1 / Section 4)
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning-
STUDY Chapter 1 Test - Tuesday 1 SEPT 2015
WEDNESDAY - 26 AUG 2015 / THURSDAY - 27 AUG 2015 3rd HOUR / 4th HOUR WU-
PAGE 23 "Building Social Studies Skills"
ANSWER 1.2.3.4
In Class-
Review material
Follow up questions/discussions
Psychology as a science
Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis
START - Group Poster
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning-
PAGE 22
"Understanding Main Ideas"
#4 What are the SIX main contemporary perspectives in psychology?
(Name and briefly explain them.)
TUESDAY - 25 AUG 2015 3rd HOUR / 4th HOUR WU-
(Use pages 8-11 to assist you.)
ANSWER
PAGE 11
1 and 2
In Class-
Types of Psychological Professions - mini quiz
Follow up questions/discussions
Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis
we will do this on our block day...
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning-
Finish historical overview of psychology if not completed during class
MONDAY - 24 AUG 2015 3rd HOUR / 4th HOUR WU-
READ page 7, "Thinking Critically About Astrology"
ANSWER the following questions:
1. Why is astrology NOT an empirical (hard) science?
2. Why do people continue to seek astrologists for answers to things?
3. DEFINE vocabulary- behavior, cognitive activities, theory, principle
In Class-
E of L Check / Discussion
Psychology as a science
Create a chart of the Types of Psychological Professions and a description of each.
USE PAGES 8-11 to help you.
There will be a QUIZ on this information next class.
Historical overview of psychology
and
the Psychological 6
(on own and then ppt)
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning-
Be prepared to present your assigned perspective next class
FRIDAY - 21 AUG 2015 3rd HOUR / 4th HOUR WU- What is Psychology? What are some uses or applications for it?
In Class- Syllabus/expectations/procedures/book sign out sheets
Discussed examples of risky behavior/definitions -you? -someone you know? -why?
Evidence of Learning- Find a job related to psychology: 1. What is it? 2. What does it do? What kind of job is it?
2. ON THE BACK - WRITE a CRITIQUE/SUMMARY on its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
FRIDAY 11 SEPT 2015 3rd HOUR / 4th HOUR
WU-
READ:
"Watching SpongeBob Squarepants Makes Preschoolers Slower Thinkers, Study Finds"
ANSWER:
1. What is purpose of study?
2. What is the sample? population?
3. Is it valid? reliable? Why?
4. Do you agree with conclusions? How might you conduct such an experiment?
In Class-
Vocabulary 2/2 and 2/3 "Rollin' the Dice!"
Work / share on research article critique
Examples of correlation, independent and dependent variables
WU-
LISTEN or READ this story: http://www.npr.org/2013/10/20/238095806/when-playing-video-games-means-sitting-on-lifes-sidelines
ANSWER:
1. What is the name of the addiction treatment center?
2. Describe some the effects of gaming that led to these individuals seeking help.
3. What were some problems the treatment center had with the different treatment/help levels?
4. Is this a newer addiction problem? How have things changes over time?
WEDNESDAY - 10 DEC 2014 / THURSDAY - 11 DEC 2014 2nd HOUR / 5TH HOUR WU-
READ - PAGE 412 "Not Guilty by Reason of Insanity"
ANSWER:
1. Define - temporary insanity-
2. How does this contradict the law?
3. Describe the M'Naghten Rule.
4. How does the process work to determine if someone pleads insanity?
5. In you opinion, are criminals "getting away with murder"? Explain.
18-2 through 18-6 (Kinds of Disorders)
-in your assigned group:
Name of Disorder
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?
-create a 5 question mini-quiz to give to the class
Evidence of Learning-
Presentation will be completed with a 5 question mini-quiz on your presented information.
TUESDAY - 9 DEC 2014 2nd HOUR / 5TH HOUR WU-
READ - PAGE 418 "Terrorism and Anxiety"
ANSWER "Think About It" question
In Class- E of L CHECK - COLLECT
REVIEW - Chapter 18 - Psychological Disorders
-How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior?
-go over pgs. 410-411 notes
- Not Guilty by Reason of Insanity p.412
Classifying Psychological Disorders (411-413)
18-2 through 18-6 (Kinds of Disorders)
-in your assigned group:
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?
Evidence of Learning-
Continue researching your kind of disorder from Chapter 18
MONDAY - 8 DEC 2014 2nd HOUR / 5TH HOUR WU-
READ "Intelligence Averages..." handout
ANSWER:
1. What is the proposed link? Explain the link.
2. Would you deem this a valid study? Why?
3. Describe some next steps that could be taken as a result of this study.
In Class- E of L CHECK - Collect
INTRO - Chapter 18 - Psychological Disorders
-How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior?
-What criteria are used to determine "abnormal" from "normal" thoughts and behaviors?
pages 410-411
Evidence of Learning-
Notes from pages 410-411
READ "Freedom Is Too Good for Hinckley"
ANSWER the questions that follow the reading.
FRIDAY - 5 DEC 2014 2nd HOUR / 5TH HOUR WU-
PAGE 223 - "Building Social Studies Skills"
ANSWER 1,2,3,4
In Class- E of L CHECK - influences on intelligence (9-4)
Giftedness / Creativity
Influences on Intelligence
-Genetic
-Environmental
-Problems with Intelligence Tests
-Differences in Intelligence
Battle of the Brains!
-BBC / Multiple Intelligences
Evidence of Learning- Take this Emotional IQ Test: http://greatergood.berkeley.edu/ei_quiz/
1. What did you score? What does this mean?
2. Do you agree with the results? Why?
9-4 - NOTES Genetic AND Environmental Influences on Intelligence
TUESDAY - 2 DEC 2014 2nd HOUR / 5TH HOUR WU- READ p.217 ANSWER the following:
1. Why did Gardner choose these 7 major figures?
2. What does EC stand for?
3. Give your own example of someone who possesses most of these characteristics.
4. Is the EC a valid description that could be used to help identify intelligence? Explain.
In Class- E of L CHECK
review: Achievement vs. Intelligence Spearman Thurstone Gardner Sternberg
Part 2 Use 9-3 to assist you... -Name and describe the differences in intelligence.
MONDAY - 1 DEC 2014 2nd HOUR / 5TH HOUR WU- ANSWER the following by using only your brain: 1. What is your definition of "intelligence"? 2. What does intelligence look like? 3. Could there be different kinds of intelligences? Explain. 4. How might you test for it? What way/type would work the best?
In Class- Intro. to Ch.9 - Intelligence
Achievement vs. Intelligence
Here's what a couple people say about intelligence... Spearman Thurstone Gardner Sternberg
Evidence of Learning- USE 9-2 to assist you with responses to the following: 1. What are two examples of tests that measure for intelligence? Give background and examples of each. 2. Explain the difference between test reliability and test validity.
TUESDAY - 25 NOV 2014 2nd HOUR / 5TH HOUR WU-
ANSWER 4 and 6 on SIDE A
Evidence of Learning-
Complete 50 First Dates video companion
-
FRIDAY - 21 NOV 2014 2nd HOUR / 5TH HOUR WU-
1. What are the 3 kinds of memory?
2. What are the 3 processes of memory?
3. What are the 3 stages of memory?
4. Define amnesia-
5. What are 3 types of amnesia?
In Class- Chapter 7 Test
POST - Test Activity
"How Ads Affect Our Memory"
(Reading and Response handout):
Evidence of Learning- Chapter 7 Test - Memory - FRIDAY 21 NOV 2014
TUESDAY - 18 NOV 2014 2nd HOUR / 5TH HOUR WU-
1. Why might you and another family member have different memories of the same vacation?
2. Which type of forgetting is usually to blame when people cannot find their car keys?
Evidence of Learning- Chapter 7 Review - p.174 "Thinking Critically" 4 and 5
MONDAY - 17 NOV 2014 2nd HOUR / 5TH HOUR WU- Page 175 End of Chapter 7 Review 1,2,3,4
In Class- NOTES on 7-4 in textbook
Last 15-20 min. - watch "60 minutes- eyewitness testimony-Picking Cotton-part 2" Answer these while watching: 1. How can eyewitness testimony and procedures be done differently? 2. Describe your reaction to this story. 3. Is this an issue that should be looked at closely here in CO and in the nation? Why?
Evidence of Learning- NOTES on 7-4 in textbook
WEDNESDAY - 12 NOV 2014 / THURSDAY - 13 NOV 2014 2nd HOUR / 5TH HOUR WU-
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.
In Class-
E of L DUE - Memory Pill article and questions
Chapter 7-2 (pages 155-160)
3 Processes of Memory (encoding, storage, retrieval)
see attachment template:
60 Minutes "Eyewitness Testimony" Part 1 http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
Remainder of class time should be dedicated to doing
the 7-3 Stages of Memory notes (from the book using the template format)
Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory
AND
STUDY for a quiz on material from Ch.7 (sections 1,2,3)
TUESDAY - 11 NOV 2014 VETERANS DAY! Say "Thanks!" to a Veteran Today! 2nd HOUR / 5TH HOUR WU- READ p.165 ANSWER the following questions: 1. Provide two reasons why eyewitness testimony is problematic. 2. How do you think eyewitness testimony could be made more reliable? Explain.
In Class- 3 Kinds of Memory? -define -examples
3 Processes of Memory (pages 155-160)
-Encoding
-Storage
-Retrieval
cnnstudentnews.com (11 NOV 2014)
Evidence of Learning-
Pill for Memory Loss (article and questions)
2nd HOUR / 5TH HOUR WU-
READ 119 "Exploring Diversity"
ANSWER:
1. Give 3 examples of other cultures and altered states of consciousness.
2. Why do some cultures view this as something to be avoided and others something to be sought out?
In Class- E of L Check - Sleep Problems
Sleep stages and dreams
-what are they? what's happening in each?
-why dream? why sleep?
Rollin' die...
Go over sleep problems...to include:
parasomnia and ffi
Dying to Sleep (FFI documentary)
Evidence of Learning-
1. What is hypnosis?
2. Do you think it's a real state of consciousness? Explain.
MONDAY - 3 NOV 2014 2nd HOUR / 5TH HOUR WU- Page 114 READ "Case Studies" ANSWER: 1. What are some examples of voluntary and involuntary forms of behavior? 2. What is biofeedback? 3. Describe the study discussed in the reading... 4. How can biofeedback help humans?
In Class- E of L Check - Narcolepsy article with questions
WEDNESDAY - 29 OCT 2014 / THURSDAY - 30 OCT 2014 2nd HOUR / 5TH HOUR WU- ANSWER THE FOLLOWING: 1. What time did you go to sleep last night? 2. When did you wake up this morning? 3. Did you have trouble falling asleep? 4. Do you recall having any dreams or nightmares? In Class- E of L CHECK - 3 levels of consciousness
Chapter 5
What is "consciousness"?
What do you know about it?
Can you define it?
Consciousness as a Construct / Meanings of Consciousness
Levels of Consciousness (pages 105-106)
Altered States of Consciousness
-Sleep
-Stages of sleep (with partner)
Dreams
WATCH:
Interpretations of Dreams (Freud)
RESPOND TO:
Evidence of Learning- Use textbook pages 107-109 to assist you (as well as other online sources):
-NAME / SKETCH / EXPLAIN each of the stage of sleep.
-Why do we sleep?
TUESDAY - 28 OCT 2014 2nd HOUR / 5TH HOUR WU- PAGE 104 READ EACH of the "Truth or Fiction" statements (4 total) -Tell me if each one of these is TRUE or FALSE
-Give a supporting reason with each one as well
*On the back of video sheet - Using 2 columns:
"According to the video, what are the physical changes AND social changes that occurred in humans?"
What is "consciousness"?
What do you know about it?
Can you define it?
Consciousness as a Construct / Meanings of Consciousness
cnnstudentnews.com
Evidence of Learning- Levels of Consciousness (pages 105-106) -What are they? -What's going on at each of these levels? / Examples for each
MONDAY - 27 OCT 2014 2nd HOUR / 5TH HOUR WU-
We are going big here...
-What do you think are the 3 greatest inventions/accomplishments in human history? Why?
YOUR TURN! In each example write down how operant conditioning is being used AND/OR Identify the connections to the principles of operant conditioning.
In Class- E of L DUE- notes using graphic organizer
More on Operant Conditioning...
PUT THE FOLLOWING IN YOUR NOTEBOOK (I will check for it next class) PART 1
USE YOUR BOOK to define and compare/contrast each of the following:
1. What is reinforcement? What are TWO types? Define each.
2. Rewards vs. Punishments
3. Continuous vs. Partial Reinforcement
4. Interval Schedules (Fixed vs. Variable) -picture p.141
5. Ratio Schedules (Fixed vs. Variable) -read p.141
6. What are some examples of Operant Conditioning?
cnnstudentnews.com
Evidence of Learning-
FINISH PART 1 stuff
WEDNESDAY - 15 OCT 2014 2nd HOUR / 5TH HOUR WU- Pages 135-136 READ "Operant Conditioning" & "B.F. Skinner's Ideas for the Birds" 1. Definition of operant conditioning- 2. How is it different from classical conditioning? 3. What was Skinner's big idea? 4. Give some reasons why it didn't work out...
DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples): Taste Aversion- Extinction- Spontaneous Recovery- Generalization- Discrimination-
Evidence of Learning- DO THIS: READ pages 133 and 135 ANSWER: What are the applications of classical conditioning?
STUDY THIS:
6-1 MATERIAL (for mini quiz on Wed.)
MONDAY - 13 OCT 2014 2nd HOUR / 5TH HOUR WU- READ page 134 "The Story of Little Albert" ANSWER: 1. What were Watson and Rayner trying to study? 2. Describe the experiment. 3. What do you think is up with Little Albert today? 4. What is your view on the ethics of this experiment?
In Class- Birth to Adolescent Owner's Manual DUE! turnitin.com 2nd HOUR INFO: 8884729 2ndhour 5th HOUR INFO:
8884735
5thhour
video - "Mind's Big Bang"?
Habits/Preferences -Think/Ink
Intro. Chapter 6-1
Evidence of Learning- PART 1
TURN IN YOUR Ch.10/11 "Owner's Manual" ASAP! turnitin.com 2nd HOUR INFO: 8884729 2ndhour 5th HOUR INFO:
8884735
5thhour
PART 2
USE page 128-130 to help you...
1. Who is Ivan Pavlov?
2. What did he do that makes him a pioneer in classical conditioning?
3, DEFINE: US, UR, CS, CR
FRIDAY - 10 OCT 2014 2nd HOUR / 5TH HOUR WU-
READ
Upfront Magazine "The Young and The Reckless"
(pages 6-7)
ANSWER
1. What are some statistics on teen driving and texting (found within the text)?
2. Give 2 examples of what states are doing to try and make teens safer drivers.
3. What do you think? Give examples of other ways that might be good ideas to help with this.
Evidence of Learning- FINISH Owner's Manual project...Due MONDAY 13 OCT 2014
WEDNESDAY - 8 OCT 2014 / THURSDAY - 9 OCT 2014 2nd HOUR / 5TH HOUR WU- In Class- We watched some of these video clips and ANSWERED the following: 1. What is the marshmallow test a possible predictor of?
Evidence of Learning- Continue working on Owner's Manual project...Due MONDAY 13 OCT 2014
TUESDAY - 7 OCT 2014 2nd HOUR / 5TH HOUR WU-
READ Page 260 - "Identity Formation and Identity Development"
(pages 332-333 will also assist you)
ANSWER:
According to Erik Erikson,
1. How many stages consists of the journey of life?
2. What are children's main task when they begin school? What is the main task of the adolescent stage?
3. Describe what "identity crises" is.
4. What may happen if teens do not forge their own identity?
5. What are some examples of teens "trying out different selves" during this stage of life?
In Class-
E of L DUE - Marcia's Identity Status - Check it!
Social Development - 11-2
(w/ partners)
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships
cnnstudentnews.com
Evidence of Learning- 11-3 Identity Formation (pages 260-264)
1. Identify AND define each category of Marcia's Identity Status.
2. Which of these categories do you seem to fit into best? Why?
3. Name a tv or movie character that fits INTO EACH of these categories (and why they do).
FRIDAY - 3 OCT 2014 2nd HOUR / 5TH HOUR WU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?
Evidence of Learning- Kohlberg's Moral Development Wrap up / Assessment
MONDAY - 29 SEPT 2014 2nd HOUR / 5TH HOUR WU-
(10-3 and 10-4 material)
1. DEFINE:
attachment-
contact comfort-
imprinting-
2. What is the difference between
assimilation-
and
accommodation-
In Class-
E of L - Piaget activity completion
Review-
attachment, contact comfort, imprinting
(define each and examples/clips)
(with partner - candy bar scenario)
Parenting styles - p.236
define/types/causes/effects-
"Self-Esteem"
(review main ideas)
Piaget's Stages of Cognitive Development:
(define/overview/application)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
Evidence of Learning-
READ and ANSWER questions that follow the self-esteem handout:
FRIDAY - 26 SEPT 2014 2nd HOUR / 5TH HOUR WU-
READ p.245 "The Story of the Cups"
ANSWER:
1. What does this tell us about the reasoning of younger and older kids? Explain.
Recall a time in your childhood when you accidentally broke something...
2. What were the circumstances?
(Example - Were you throwing/doing something despite a warning not to do it?)
3. How did your parents react to the breakage?
4. How important to your parents was the intention behind the misdeed?
In Class-
Rollin' the dice...on 10-1, 10-2...
attachment, contact comfort, imprinting
(define each and examples/clips)
(with partner - candy bar scenario)
Parenting styles - p.236
"Self-Esteem"
(review main ideas)
Piaget's Stages of Cognitive Development:
(define/overview/application)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
Association and Extension Activities (2)
Evidence of Learning-
Use pages 241-244 to assist you:
social development
-attachment, contact comfort, imprinting
Evidence of Learning-
READ pages 240-241 "Self-Esteem"
Take notes
-What is it?
-Influences on it?
-What are the different kinds or types?
-Gender or age connections?
I will do a notes check next class
MONDAY - 22 SEPT 2014 / TUESDAY - 23 SEPT 2014 2nd HOUR / 5TH HOUR WU-
Who and/or what do you think influences our development?
(Give some examples that will help to defend your response)
In Class-
Assess yourselves!
Moving a little deeper into the book... READ page 228-230 ANSWER 10-1 Review 1,2,3 (page 230)
Evidence of Learning- Moving a little deeper into the book... READ page 228-230 ANSWER 10-1 Review 1,2,3 (page 230)
Evidence of Learning- IMC lab time to find an unethical study and what was wrong with it.
FIND AND PRINT a copy of an unethical study.
1. Brief summary (3 or more sentences) of the study and describe its "findings"/conclusions.
2. What made it unethical? Which APA guidelines did it violate?
3. Describe your reaction to this study.
How might it have been conducted differently...to possibly become an ethical experiment/study?
FRIDAY - 12 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
Which METHOD of OBSERVATION is being described below? 1. Observing behavior in a closed-fixed setting. 2. Researchers collect a sample that includes people of different ages. 3. People are asked to respond to a series of questions about a particular subject. 4. Researchers select a group of participants and observe them over a period of time. 5. In-depth investigation of an individual or small group. 6. Observing people or animals in their natural habitats. 7. Intelligence, aptitude and personality tests are example of this method.
WU-
READ:
"Watching SpongeBob Squarepants Makes Preschoolers Slower Thinkers, Study Finds"
ANSWER:
1. What is purpose of study?
2. What is the sample? population?
3. Is it valid? reliable? Why?
4. Do you agree with conclusions? How might you conduct such an experiment?
In Class-
Vocabulary 2/2 and 2/3 "Rollin' the Dice!"
Work / share on research article critique
Examples of correlation, independent and dependent variables
1. FIND and PRINT off a recent study (of just about anything)
2. ON THE BACK - WRITE a CRITIQUE/SUMMARY on its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
3. STUDY for 2-2 Vocabulary quiz NEXT CLASS (Thursday, 11 SEPT 2014)
MONDAY - 8 SEPT 2014 2nd HOUR / 5TH HOUR WU-
Study time - Chapter 1 Test
In Class-
Chapter 1 Test
POST TEST activity:
READ pages 26-29
ANSWER 2-1 Section Review questions 1,2
1. Looks at the capacity for self-fulfillment/the importance of self-awareness, making choices
2. Studies changes over time in behavior and mental processes/struggle for survival
3. Effects of experience on learning/”OUCH! – a hot stove!”
4. The unconsciousness/impulses (aggression/reactions)
5._ Influences of biology on behavior/mental processes made possible by Central NS
6._ Role of thoughts in determining behavior (human nature /perceiving info./process)
In Class-
CONTINUE:
"In Search of Ourselves" video with response sheet
In a paragraph form, answer the following question:
"Name 2 examples of areas of research or ideas studied within the field of psychology discussed in this documentary.
How did they change over time? What contributions to the field of psychology did they make? Explain each."
Evidence of Learning-
Finish paragraph / typed - 12pt. font
TUESDAY - 2 SEPT 2014 2nd HOUR / 5TH HOUR WU- Can you tell me... 1. Who had the 1st psychology laboratory? When? 2. What is psychoanalysis?
In Class- E of L DUE
FINISH and/or SHARE OUT: 7 Contemporary Perspectives of Psychology (7 groups - research and visual definition)
CONTINUE: "In Search of Ourselves" video with response sheet
Evidence of Learning-
FRIDAY - 29 AUG 2014 2nd HOUR / 5TH HOUR WU- 1917 U.S. Army Intelligence Test
In Class- REVIEW: Historical overview of psychology (Ch.1- Sec. 2) -Ancient Greece -Middle Ages (in 6 groups) -Birth of Modern Science -Wilhelm Wundt & Structuralism -William James & Functionalism -John B. Watson & Behaviorism -B.F. Skinner & Reinforcement -The Gestalt School -Sigmund Freud & the School of Psychoanalysis
FINISH and/or SHARE OUT: 7 Contemporary Perspectives of Psychology (7 groups - research and visual definition)
CONTINUE: "In Search of Ourselves" video with response sheet
Evidence of Learning- Chapter 1: Section 4 ANSWER 1. and 4. (Page 21)
THURSDAY - 28 AUG 2014 2nd HOUR WU- PAGE 22 - Chapter 1 Review - under "Critically Thinking" ANSWER #2 "Making Generalizations and Predictions"
In Class- (This class will be watching the video first and working on the notes/posters second)
Types of Psychological Professions - quiz correct
Historical overview of psychology (Ch.1- Sec. 2) -Ancient Greece -Middle Ages (in 6 groups) -Birth of Modern Science -Wilhelm Wundt & Structuralism -William James & Functionalism -John B. Watson & Behaviorism -B.F. Skinner & Reinforcement -The Gestalt School -Sigmund Freud & the School of Psychoanalysis
7 Contemporary Perspectives of Psychology (7 groups - research and visual definition)
Wrap up questions...
START "In Search of Ourselves" video with response sheet
Evidence of Learning-
WEDNESDAY - 27 AUG 2014 5th HOUR WU- PAGE 22 - Chapter 1 Review - under "Critically Thinking" ANSWER #2 "Making Generalizations and Predictions"
In Class- Types of Psychological Professions - quiz correct
Historical overview of psychology (Ch.1- Sec. 2) -Ancient Greece -Middle Ages (in 6 groups) -Birth of Modern Science -Wilhelm Wundt & Structuralism -William James & Functionalism -John B. Watson & Behaviorism -B.F. Skinner & Reinforcement -The Gestalt School -Sigmund Freud & the School of Psychoanalysis
7 Contemporary Perspectives of Psychology (7 groups - research and visual definition)
Wrap up questions...
START "In Search of Ourselves" video with response sheet
Evidence of Learning-
TUESDAY - 26 AUG 2014 2nd HOUR / 5th HOUR WU- PAGE 23 "Building Social Studies Skills" ANSWER 1.2.3.4
In Class- Types of Psychological Professions - quiz correct
Follow up questions/discussions
Psychology as a science
Historical overview of psychology (Ch.1- Sec. 2) -Ancient Greece -Middle Ages (in 6 groups) -Birth of Modern Science -Wilhelm Wundt & Structuralism -William James & Functionalism -John B. Watson & Behaviorism -B.F. Skinner & Reinforcement -The Gestalt School -Sigmund Freud & the School of Psychoanalysis
If time permits... 7 Contemporary Perspectives of Psychology (7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning- Finish historical overview of psychology if not completed during class
MONDAY - 25 AUG 2014 2nd HOUR / 5th HOUR WU- Use pages 8-11 (Chap.1-Section 1) to assist you: ANSWER #1 on page 11
In Class- FINISH - chart of the Types of Psychological Professions and a description of each. USE PAGES 8-11 to help you. There will be a QUIZ on this information next class.
Follow up questions/discussions
Psychology as a science
Historical overview of psychology (Ch.1- Sec. 2) and the Psychological 6 (on own and then ppt)
7 Contemporary Perspectives of Psychology (7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning-
FRIDAY - 22 AUG 2014 2nd HOUR / 5th HOUR WU- READ page 7, "Thinking Critically About Astrology" ANSWER the following questions: 1. Why is astrology NOT an empirical (hard) science? 2. Why do people continue to seek astrologists for answers to things? 3. DEFINE vocabulary- behavior, cognitive activities, theory, principle
In Class- Homework Check
Create a chart of the Types of Psychological Professions and a description of each. USE PAGES 8-11 to help you. There will be a QUIZ on this information next class.
1-1 and 1-2 Mini Quiz
Psychology as a science
Historical overview of psychology and the Psychological 6 (on own and then ppt)
7 Contemporary Perspectives of Psychology (7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning- Present your assigned perspective next class
THURSDAY - 21 AUG 2014 2nd HOUR / 5th HOUR WU- What is Psychology? What are some uses or applications for it?
In Class- Syllabus/expectations/procedures/book signout sheets
BBC - Horizon (finish?)
"The Truth About Personality"
Evidence of Learning-
Take the personality test
1. Print off the results.
2. Do you agree with the results? Why?
STUDY FOR CHAPTER 14 TEST
1st HOUR - THURSDAY, 12 DEC
5th HOUR - FRIDAY, 13 DEC
FRIDAY - 6 DEC 2013 ------------MONDAY - 9 DEC 2013 1st HOUR -------------------------------- 5th HOUR WU- Ch. 14 "Building Social Studies Skills" (page 341) ANSWER 1-4
In Class- 14-2 - Psychoanalytic Approach Wrap up (stages, other peeps)
14-3 Learning Approach
Space Race!
Humanistic Approach to Personality
Personality Test
BBC - Horizon
"The Truth About Personality"
Evidence of Learning- 14-3 Learning Approach
notes: Behaviorism vs. Social Learning
evaluation of it-
14-4 Humanistic Approach
notes: Carl Rogers -
self-concept/congruence and self-esteem/positive regard
evaluation of it-
WEDNESDAY - 4 DEC 2013 ------------THURSDAY - 5 DEC 2013 1st HOUR -------------------------------- 5th HOUR WU- READ page 336 "Watson and Rogers" ANSWER 1 and 2
In Class- 14-1 Review with vocabulary (rollin' the dice)
YOUR QUESTIONS thus far...
14-2 material - Psychoanalytic Approach to Personality
Freud and beyond :)
id, ego, superego, defense mechanisms (def. and examples),
stages of development, others...
Personality Tests (Objective / Projective)
Personality Test TEST 1 - http://www.41q.com/
ANSWER THESE:
*What does this test describe you as? What does that description mean?
Evidence of Learning- A. PRINT OFF YOUR RESULTS from the SECOND website
B. ANSWER THE FOLLOWING QUESTIONS on your print off:
What are the four letters of your personality type? (example: ESTJ)
State your strength of preference scores. Given your strength of preference scores, which dimension was your strongest? Which was your weakest?
After reading the description of your personality type, write a paragraph your reaction to the characteristics which define your type. In your essay, be sure to address each of the following.
Which characteristics fit you well? Give examples from your life experiences of the characteristics which fit you well.
Also, which characteristics do not fit you well? Give examples from your life experiences of why they don'tseem to fit you.
Additional comments or thoughts about this test?
MONDAY - 2 DEC 2013 ------------TUESDAY - 3 DEC 2013 1st HOUR -------------------------------- 5th HOUR
WU- READ page 328 ANSWER the following: 1. Who was Hans? 2. What did Freud think he really feared? 3. Describe eventually happened to Hans. 4. Why is this a celebrated AND controversial case?
In Class- 14-1 material/terms -personality -trait -introvert -extrovert
BBC-Horizon: The Truth About Personality https://www.youtube.com/watch?v=oZPxEts0UMs
*we watched first 20 minutes and turned in a ticket-out-the-door...
1. What is one fact or observation from our reading or the video today?
2. What is a question you have about today's material?
Evidence of Learning-
...the above ticket-out-the-door questions 1 and 2
THURSDAY - 21 NOV 2013 ------------FRIDAY - 22 NOV 2013 1st HOUR -------------------------------- 5th HOUR
WU-
How do think technology has affected our emotions? What about our motivation?
Explain each.
Evidence of Learning-
1. Describe a tradition (or traditions) you and/or your family members have during the Thanksgiving holiday.
2. What do think are the influences connected to it? Where might be the origins?
TUESDAY - 19 NOV 2013 ------------WEDNESDAY - 20 NOV 2013 1st HOUR -------------------------------- 5th HOUR
WU-
PAGE 317 -
READ "Schachter-Singer Experiment"
ANSWER:
1. Describe the background of the experiment.
2. What's a "confederate"?
3. What was the experiment intending to study?
4. Give the results or findings of the experiment.
In Class-
ON A SEPARATE SHEET OF PAPER: PART 1
ANSWER
PAGE 318 "Thinking Critically" 1,2,3,4
and
PAGE 318 "Writing About Psychology" #1
PART 2
IN COMPUTER LAB or IMC LAB
THE STUDENTS CAN FIND ALL OF THESE LINKS ON
(they know how to get to the site) ranweiler.wikispaces.com
Maslow's Hierarchy of Needs (1st HOUR)
define
examples
Overview of Psychological Needs (13-3)
Evidence of Learning-
READ 13-4 Material
1. Define: happiness, anger
2. What are the theories of emotion? (name each and define)
3. Give the +/- of these theories (evaluation of the theories)
WEDNESDAY - 13 NOV 2013 --------------THURSDAY - 14 NOV 2013
WU-
IN YOUR NOTEBOOK:
Write down a list of activities (things you did) from the day before. (10 or more)
Next to them write down whether you feel they were done for BIOLOGICAL or PSYCHOLOGICAL reasons.
In Class-
Check E of L and review 13-1 terms
partners:
-Theories of Motivation (and Maslow's Hierarchy of Needs)
name, define, describe
Evidence of Learning-
13-2
1. The Hunger Drive-Describe the role of each... Role of the Mouth / Role of the Stomach / Role of the Hypothalamus
2. Define obesity AND causes QUIZ next class on material from 13-1 and 13-2
THURSDAY - 7 NOV 2013 --------------FRIDAY - 8 NOV 2013 1st HOUR -------------------------------- 5th HOUR WU- 50 First Dates m.socrative.com questions
Evidence of Learning- (IF YOU WERE ABSENT) 50 First Dates video exit questions: 1. What is Henry Roth's occupation? 2. What caused Lucy's brain damage? 3. What type of amnesia does Lucy have? 4. What was Lucy's occupation before the injury occurred? 5. What is ONE thing that Lucy's father and brother have to do EVERY night?
FRIDAY - 1 NOV 2013 -------------- MONDAY - 4 NOV 2013 1st HOUR -------------------------------- 5th HOUR
Evidence of Learning- STUDY for Ch. 7 Test :Memory Test is TUESDAY 5 NOV 2013 (1st HOUR) OR WEDNESDAY 6 NOV 2013 (5th HOUR)
WEDNESDAY - 30 OCT 2013 -------------- THURSDAY - 31 OCT 2013 1st HOUR -------------------------------- 5th HOUR WU-
ON THE WARMUP handout
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.
60 Minutes "Eyewitness Testimony" Part 2 (this is on the desktop of the laptop) http://www.youtube.com/watch?v=u-SBTRLoPuo 1. How may eyewitness testimony be used or changed in the future? Describe some ways it should be should or shouldn't be used?
2. Do you think there are more Ronald Cotton's out there? Why? Explain.
3. If you were him, how would you feel? Do you think justice has been served? Explain using reason, detail, fact.
*COLLECT their responses when part 2 is completed
Evidence of Learning-
TAKE NOTES on 7-3 Stages of Memory (pages 160-166)
do the following for each stage:
DEFINE
TYPES,EXAMPLES
APPLICATIONS
MONDAY - 28 OCT 2013 -------------- TUESDAY - 29 OCT 2013 1st HOUR -------------------------------- 5th HOUR WU- READ p.165 ANSWER the following questions: 1. Provide two reasons why eyewitness testimony is problematic. 2. How do you think eyewitness testimony could be made more reliable? Explain.
In Class- READ and RESPOND to "Memory Pill" handout (on a separate sheet of paper)
*collect and discuss
REVIEW 3 KINDS of MEMORY
-What are they? What's the differences?
Chapter 7-2 (pages 155-160) 3 Processes of Memory: Encoding- Storage- Retrieval-
(DEFINE and DRAW a picture or image FOR EACH process)
60 Minutes "Eyewitness Testimony" Part 1 http://www.youtube.com/watch?v=u-SBTRLoPuo 1. Describe the crime. 2. What is the name of the convicted person? 3. What was the circumstantial evidence/eyewitness testimony? Describe it.
Evidence of Learning-
FINISH 7-2 notes
(3 Processes of Memory - encoding, storage, retrieval)
In Class-
Wrap up the chapter...just a few more terms, examples...
Ch. 6 - Rollin' the dice!
Chap. 6
...more of the "The Mind's Big Bang"...
Evidence of Learning- PART 1
READ Ch. 7-1
*What are the 3 types of memory? Name and define/describe them.
Include a personal experience or example for each. PART 2
READ article about "Memory Erasing Pill" and ANSWERquestions on separate sheet of paper.
FRIDAY - 18 OCT 2013 -------------- MONDAY - 21 OCT 2013 1st HOUR -------------------------------- 5th HOUR WU-
PAGE 151 (1-4)
In Class-
More on Operant Conditioning...
PUT THE FOLLOWING IN YOUR NOTEBOOK (I will check for it next class) PART 1
USE YOUR BOOK to define and compare/contrast each of the following:
1. What is reinforcement? What are TWO types? Define each.
2. Rewards vs. Punishments
3. Continuous vs. Partial Reinforcement
4. Interval Schedules (Fixed vs. Variable) -picture p.141
5. Ratio Schedules (Fixed vs. Variable) -read p.141
6. What are some examples of Operant Conditioning?
PART 2
In each example write down how operant conditioning is being used
AND/OR
Identify the connections to the principles of operant conditioning.
Evidence of Learning-
FINISH PARTS 1 and 2 (see above)
WEDNESDAY - 16 OCT 2013 -------------- THURSDAY - 17 OCT 2013 1st HOUR -------------------------------- 5th HOUR WU-
DO THE FIRST 2 from the following examples on Conditioning:
Evidence of Learning-
(2 Parts)
PART 1
*Find at least 3 applications of classical conditioning (write them down)
PART 2
*6-2 Notes on Operant Conditioning (6-2) - define/examples
MONDAY - 14 OCT 2013 -------------- TUESDAY - 15 OCT 2013 1st HOUR -------------------------------- 5th HOUR WU- READ page 134 "The Story of Little Albert" ANSWER: 1. What were Watson and Rayner trying to study? 2. Describe the experiment. 3. What do you think is up with Little Albert today? 4. What is your view on the ethics of this experiment?
In Class- TURN IN - "Early Childhood to Adolescent" Manual
Evidence of Learning- READ pages 133 and 135 ANSWER: What are the applications of classical conditioning? (examples/how is it used or how could it be used?)
THURSDAY - 10 OCT 2013 -------------- FRIDAY - 11 OCT 2013 1st HOUR -------------------------------- 5th HOUR WU-
READ page 274 "Young Adulthood"
ANSWER:
1. What is defined as "young adulthood"?
2. How is young adulthood characterized? What are some assumptions of this age group?
3. In what ways do males and females differ in young adulthood?
In Class-
Overview of young adulthood (pages 274-276)
LAST CLASS for WORK TIME - Early Childhood to Adolescent Manual (Chapter 10 / 11) Project
-based on ages and stages development
Evidence of Learning-
Early Childhood to Adolescent Manual (Chapter 10 / 11) Project DUE: 1ST HOUR - MONDAY, 14 OCT 2013 5TH HOUR - TUESDAY, 15 OCT 2013
TUESDAY - 8 OCT 2013 -------------- WEDNESDAY - 9 OCT 2013 1st HOUR -------------------------------- 5th HOUR WU- READ Page 260 - "Identity Formation and Identity Development" ANSWER: According to Erik Erikson, 1. How many stages consists of the journey of life? 2. What are children's main task when they beginschool? What is the main task of the adolescent stage? 3. Describe what "identity crises" is. 4. What may happen if teens do not forge their own identity? 5. What are some examples of teens "trying out different selves" during this stage of life?
In Class-
Collect / Discuss E of L - "The Young and the Reckless: Unsafe Behind the Wheel"
INTRODUCE assessment for Chapters 10 and 11 Project work time
Childhood- Adolescent Manual (Chapter 10 / 11) -based on ages and stages development
Social Development - 11-2
Parents/Peers/Relationships
4 square template
Evidence of Learning-
(2 PARTS)
1-LOOK AT THE CHART on page 263
FIND A CHARACTER (sitcom, movie, cartoon) FOR EACH
Identity Status Category (4 total)
*Write down whom and why you think they match up to that category
2-READ:
Upfront Magazine article "The Young and The Reckless: Unsafe Behind the Wheel" http://upfront.scholastic.com/issues/10_08_12/book#/6
(pages 6-7)
RESPOND TO THE FOLLOWING:
1. How many states have created laws to deal with teen drivers?
2. Describe TWO of these state laws.
3. What is ONE POSITIVE aspect and ONE NEGATIVE aspect about these laws?
4. Give research or evidence that supports these concerns about teen driving.
5. Teen drivers are a concern or risk that needs to be closely monitored by state and local governments.
Defend your response using reason, detail, fact.
WEDNESDAY - 2 OCT 2013 -------------- THURSDAY - 3 OCT 2013
WU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?
1st HOUR -------------------------------- 5th HOUR WU-
(2 Parts)
1 - Ch.10 Review p.249 (1-4)
2 - What is Kohlberg's Theory of Moral Development? Explain it / define it.
In Class-
E of L Check - Self-Esteem handout (COLLECTED)
B-Piaget's Stages of Cognitive Development:
WATCH VIDEO CLIP EXAMPLES - Each one is found on the NETWORK DRIVE
(shared - ranweiler - ...)
Stage 1 -Sensorimotor-
Stage 2 -Preoperational-
Stage 3 -Concrete-Operational-
Stage 4 -Formal-Operational-
*Review-Criticisms of Piaget - p.244
C-Kohlberg's Theory of Moral Development
*Review-Kohlberg - p.246
*Just do Handout B, parts A and B of this handout:
1st HOUR -------------------------------- 5th HOUR WU-
READ "The Story of the Cups" p.245
ANSWER:
1. How are adult and child reactions to accidents different? Why?
Parenting styles - p.236
-how do you identify to these?
Self-Esteem
Piaget's Stages of Cognitive Development:
(define and applications to teaching/learning)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
Evidence of Learning-
READ and ANSWER questions that follow the self-esteem handout:
1st HOUR -------------------------------- 5th HOUR WU-
READ page 232 "Reflexes"
ANSWER IN YOUR NOTEBOOK
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?
In Class- EQ / Objective: Name the 3 requirements necessary for any psychological study or experiment to be considered ethical (according to the APA).
With your SPRING partner (do parts A, B, C) - STUDENTS WILL PARTNER UP:
A-SHARE your unethical study or experiment
B-REVIEW key terms:
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group
C-NEW terms to put in notebook:
single-blind study, double-blind study, placebo
AS A CLASS
READ
"Research with Animals"
"Ethics in Using Data"
-p.47
WITH WHATEVER TIME REMAINS:
WATCH
"The Alaska Experiment - Part 1"
*On the laptop desktop in center of room
STUDENTS SHOULD ANSWER on loose leaf paper:
1. Which methods of observation could be used with this "experiment"?
2. Identify all the ways that stress cannot affect our bodies (in this type of situation).
In Class- EQ / Objective: What are examples of some things that can influence an experiment or study?
Collect E of L - GREEN "How Social Scientists Find Information"
Discussion - E of L
A recent study (of just about anything)
CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
2-3 textbook in class
-read / notes on:
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
Computer lab time to find a famous UNETHICAL STUDY and research what was wrong with it.
Evidence of Learning-
FIND AND PRINT a copy of an famous unethical study.
1. What made it unethical?
2. Which APA guidelines did it violate?
3. What are your thoughts on this study/experiment?
4. Is there any way it could have been done differently, so it would become ethical? Explain.
In Class- EQ / Objective: What are examples of some things that can influence an experiment or study?
Collect E of L - GREEN "How Social Scientists Find Information"
Discussion - E of L
A recent study (of just about anything)
CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
2-3 textbook in class
-read / notes on:
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
Computer lab time to find a famous UNETHICAL STUDY and research what was wrong with it.
Evidence of Learning-
FIND AND PRINT a copy of an famous unethical study.
1. What made it unethical?
2. Which APA guidelines did it violate?
3. What are your thoughts on this study/experiment?
4. Is there any way it could have been done differently, so it would become ethical? Explain.
WEDNESDAY - 11 SEPT 2013
5th HOUR
TUESDAY - 10 SEPT 2013
1st HOUR WU-
READ page 45 "Hawthorne Plant Study"
ANSWER the following:
1. Describe the experiment
2. Give 2 reasons why it was a flawed experiment
In Class- EQ / Objective: What is required for a scientific experiment/test to be considered valid?
E of L - COLLECT "In Search of Ourselves" paragraph*
*5-7 sentence paragraph response (to this prompt:
"What are 2 examples of ideas or concepts studied within the field of psychology discussed in this documentary? How did they change? What contributions to the field did they make? Explain each.")
Go over Chapter 1 Test (AAR) and documentary
2-2 textbook in class
-read / notes on:
population, samples, selecting samples, generalizing results, volunteer bias,
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
Computer lab time to find a psychological scientific study and its results
Evidence of Learning-
1. FIND and PRINT off a recent study (of just about anything)
2. CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
3. COMPLETE the green sheet on ..."How Social Scientists Find Information" parts A,B,C,D
(use your textbook to assist you)
FINISH-
Video (with chart handout)
"In Search of Ourselves" http://www.youtube.com/watch?v=KsqJOy9rpPA
-While watching movie add notes to the people/terms listed on the chart
m.socrative.com ROOM # 283933
quiz on video material
Evidence of Learning-
In a paragraph form, answer the following question:
"What are 2 examples of ideas or concepts studied within the field of psychology discussed in this documentary? How did they change? What contributions to the field did they make? Explain each."
THURSDAY - 5 SEPT 2013
5th HOUR
WEDNESDAY - 4 SEPT 2013
1st HOUR
WU-
Page 22 "Understanding Main Ideas" (ANSWER 1,2,3,4)
In Class- EQ/Objective: Name and describe the different perspectives of psychology that are studied.
Chapter 1 Test
Post test activity
READ Chapter 2 - Section 1 (pages 25-29)
ANSWER Section 1 Review questions 1 and 2 (page 29)
Evidence of Learning-
KNOW the definitions of the following psychological perspectives:
biological, evolutionary, cognitive, humanistic, psychoanalytic, learning, sociocultural
STUDY FOR CHAPTER 1 TEST - WEDNESDAY, 4 SEPT or THURSDAY, 5 SEPT
(vocabulary, jobs/careers, individuals that contributed to the field of psychology, contemporary perspectives)
THURSDAY - 29 AUG 2013
5th HOUR
WEDNESDAY - 28 AUG 2013
1st HOUR
WU-
READ page 7, "Thinking Critically About Astrology"
Evidence of Learning-
Create a chart of the Types of Psychological Professions and a description of each. USE PAGES 8-11 to help you.
There will be a quiz on this information next class.
In Class- EQ / Objective: What are two things needed for ANY psychological experiment to be considered ethical?
REVIEW - GREEN "How Social Scientists Find Information"
Discussion - E of L
1-A recent study (of just about anything)
CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
AND
2-Your unethical experiment
REVIEW 2-3 textbook in class
-read / notes on:
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
*placebo, single-blind studies, double-blind studies
Ethical Issues and ppt
IV / D variables practice examples
correlation practice examples
IN NOTEBOOK:
p. 48 "Understanding Main Ideas" (1,2,3,5)
Evidence of Learning-
STUDY FOR CHAPTER 2 TEST, which is: 1st HOUR - WEDNESDAY, 18 SEPT 2013 5th HOUR - THURSDAY, 19 SEPT 2013
Evidence of Learning-
A. PRINT OFF YOUR RESULTS from the SECOND website
B. ANSWER THE FOLLOWING QUESTIONS on your print off:
What are the four letters of your personality type? (example: ESTJ)
State your strength of preference scores. Given your strength of preference scores, which dimension was your strongest? Which was your weakest?
After reading the description of your personality type, write a paragraph your reaction to the characteristics which define your type. In your essay, be sure to address each of the following.
Which characteristics fit you well? Give examples from your life experiences of the characteristics which fit you well.
Also, which characteristics do not fit you well? Give examples from your life experiences of why they don't seem to fit you.
Evidence of Learning-
A. PRINT OFF YOUR RESULTS from the SECOND website
B. ANSWER THE FOLLOWING QUESTIONS on your print off:
What are the four letters of your personality type? (example: ESTJ)
State your strength of preference scores. Given your strength of preference scores, which dimension was your strongest? Which was your weakest?
After reading the description of your personality type, write a paragraph your reaction to the characteristics which define your type. In your essay, be sure to address each of the following.
Which characteristics fit you well? Give examples from your life experiences of the characteristics which fit you well.
Also, which characteristics do not fit you well? Give examples from your life experiences of why they don't seem to fit you.
Additional comments or thoughts about this test?
TUESDAY - 11 DEC 2012
4th HOUR
WU-
READ page 328
ANSWER the following:
1. Who was Hans?
2. What did Freud think he really feared?
3. Describe eventually happened to Hans.
4. Why is this a celebrated AND controversial case?
In Class-
14-1 material/terms
-personality
-trait
-introvert
-extrovert
Personality Graphic Organizer
(who, definitions/terms, stages, evaluation)
14-2 Team Race!
Evidence of Learning-
14-2 NOTES on graphic organizer
READ 14-3
NOTES - graphic organizer
MONDAY - 10 DEC 2012 8th HOUR WU-
READ page 328
ANSWER the following:
1. Who was Hans?
2. What did Freud think he really feared?
3. Describe eventually happened to Hans.
4. Why is this a celebrated AND controversial case?
In Class-
14-1 material/terms
-personality
-trait
-introvert
-extrovert
Evidence of Learning-
STUDY Chapter 13 - TEST ON FRIDAY, 7 DEC
TUESDAY - 4 DEC 2012
2nd HOUR / 4th HOUR WU-
PAGE 317 -
READ "Schachter-Singer Experiment"
ANSWER:
1. Describe the background of the experiment.
2. What's a "confederate"?
3. What was the experiment intending to study?
4. Give the results or findings of the experiment.
In Class-
ON A SEPARATE SHEET OF PAPER:
ANSWER
PAGE 318 "Thinking Critically" 1,2,3,4
and
PAGE 318 "Writing About Psychology" #1
Evidence of Learning-
READ 13-4
ANSWER 13-4 Section Review questions 1 and 2
THURSDAY - 29 NOV 2012
8th HOUR WU-
READ "the Schachter-Singer Experiment" p. 317
ANSWER the following questions:
1. Describe the background of the experiment.
2. In what ways did emotion affect this experiment?
3. Do you believe this experiment to be an ethical one? Why?
Evidence of Learning-
13-3 Vocabulary (quiz on these terms next class period)
WEDNESDAY - 28 NOV 2012
2nd HOUR / 4th HOUR WU-
READ "the Schachter-Singer Experiment" p. 317
ANSWER the following questions:
1. Describe the background of the experiment.
2. In what ways did emotion affect this experiment?
3. Do you believe this experiment to be an ethical one? Why?
Evidence of Learning-
13-2
1. The Hunger Drive-Describe the role of each... Role of the Mouth / Role of the Stomach / Role of the Hypothalamus
2. Define obesity AND causes
QUIZ next class on this material
MONDAY - 26 NOV 2012
2nd HOUR / 4th HOUR WU-
READ page 313 "Is it possible to detect lies?"
RESPOND to the questions that follow.
In Class-
Chapter 13
Brainstorm and Define:
Motive-
Need-
Drive-
Theories of Motivation (and Maslow's Hierarchy of Needs)
Evidence of Learning-
13-2
1. The Hunger Drive-Describe the role of each... Role of the Mouth / Role of the Stomach / Role of the Hypothalamus
2. Define obesity AND causes
QUIZ next class on this material
FRIDAY - 16 NOV 2012
8th HOUR WU-
IN YOUR NOTEBOOK:
Write down a list of activities (things you did) from the day before.
Next to them write down whether you feel they were done for BIOLOGICAL or PSYCHOLOGICAL reasons.
In Class-
FINISH "50 First Dates"
with Guided Video Response handout below:
50 First Dates with Video Responses-
follow along with the video:
Evidence of Learning-
50 FIRST DATES handout was collected today.
THURSDAY - 15 NOV 2012
2nd HOUR / 4th HOUR WU-
IN YOUR NOTEBOOK:
Write down a list of activities (things you did) from the day before.
Next to them write down whether you feel they were done for BIOLOGICAL or PSYCHOLOGICAL reasons.
In Class-
FINISH "50 First Dates"
with Guided Video Response handout below:
50 First Dates with Video Responses-
follow along with the video:
Evidence of Learning-
(IF YOU WERE ABSENT) 50 First Dates video exit questions:
1. What is Henry Roth's occupation?
2. What caused Lucy's brain damage?
3. What type of amnesia does Lucy have?
4. What was Lucy's occupation before the injury occurred?
5. What is ONE thing that Lucy's father and brother have to do EVERY night?
Evidence of Learning-
(IF YOU WERE ABSENT) 50 First Dates video exit questions:
1. What is Henry Roth's occupation?
2. What caused Lucy's brain damage?
3. What type of amnesia does Lucy have?
4. What was Lucy's occupation before the injury occurred?
5. What is ONE thing that Lucy's father and brother have to do EVERY night?
Evidence of Learning- STUDY for Ch. 7 Test : Memory Test is Tuesday, 13 NOV 2012
THURSDAY - 8 NOV 2012
8th HOUR WU-
READ "I Will Remember"
ANSWER:
1. Give some examples of memory problems that he had.
2. Which type of memory loss did he suffer from?
3. What was the cause? What was the treatment?
4. Describe him afterwards...How has he adapted/overcome his condition?
Evidence of Learning- Memory Research Article Find and article on the latest research in memory AND print it off. On a separate sheet of paper (written or typed): 1. What is the main topic/area being studied? 2. Give a summary of the article (in terms of why they did the testing/research, outcomes, benefits, research findings, etc.) *5 sentences minimum 3. What did YOU find interesting with this topic or research? Why?
WEDNESDAY - 7 NOV 2012
2nd HOUR / 4th HOUR WU-
READ "I Will Remember"
ANSWER:
1. Give some examples of memory problems that he had.
2. Which type of memory loss did he suffer from?
3. What was the cause? What was the treatment?
4. Describe him afterwards...How has he adapted/overcome his condition?
Evidence of Learning- Memory Research Article Find and article on the latest research in memory AND print it off. On a separate sheet of paper (written or typed): 1. What is the main topic/area being studied? 2. Give a summary of the article (in terms of why they did the testing/research, outcomes, benefits, research findings, etc.) *5 sentences minimum 3. What did YOU find interesting with this topic or research? Why?
TUESDAY - 6 NOV 2012
8th HOUR WU-
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.
In Class-
Quiz (7-1 and 7-1)
Processes of Memory in 3 Acts
Evidence of Learning-
7-4 Notes
-Basic Memory Tasks
-Types of Memory Loss
-Give some examples of ways to improve memory
MONDAY - 5 NOV 2012
2nd HOUR / 4th HOUR WU-
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.
In Class-
Quiz (7-1 and 7-1)
Processes of Memory in 3 Acts
Evidence of Learning-
7-4 Notes
-Basic Memory Tasks
-Types of Memory Loss
-Give some examples of ways to improve memory
THURSDAY - 1 NOV 2012
8th HOUR WU-
READ p.165
ANSWER the following questions:
1. Provide two reasons why eyewitness testimony is problematic.
2. How do you think eyewitness testimony could be made more reliable? Explain.
In Class-
COLLECT "Memory Pill" HW
Chapter 7-2 (pages 155-160)
3 Processes of Memory (encoding, storage, retrieval)
see attachment template:
60 Minutes "Eyewitness Testimony" Part 1 http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
Remainder of class time should be dedicated to doing
the 7-3 Stages of Memory notes (from the book using the handout format)
Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory
AND
STUDY for a quiz on material from Ch.7 (sections 1,2,3)
WEDNESDAY - 31 OCT 2012
2nd HOUR / 4th HOUR WU-
READ p.165
ANSWER the following questions:
1. Provide two reasons why eyewitness testimony is problematic.
2. How do you think eyewitness testimony could be made more reliable? Explain.
In Class-
COLLECT "Memory Pill" HW
Chapter 7-2 (pages 155-160)
3 Processes of Memory (encoding, storage, retrieval)
see attachment template:
WAR of THE WORLDS!
Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory
AND
STUDY for a quiz on material from Ch.7 (sections 1,2,3)
TUESDAY - 30 OCT 2012
8th HOUR WU-
STUDY TIME FOR Ch. 6
In Class-
Ch. 6 Test
POST TEST ACTIVITY:
READ Ch. 7-1
*What are the 3 types of memory? Name and define/describe them.
Include a personal experience or example for each.
Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory
AND
STUDY for a quiz on material from this section
MONDAY - 29 OCT 2012
2nd HOUR / 4th HOUR WU-
STUDY TIME FOR Ch. 6
In Class-
Ch. 6 Test
POST TEST ACTIVITY:
READ Ch. 7-1
*What are the 3 types of memory? Name and define/describe them.
Include a personal experience or example for each.
8th HOUR WU-
READ page 134 "The Story of Little Albert"
ANSWER:
1. What were Watson and Rayner trying to study?
2. Describe the experiment.
3. What do you think is up with Little Albert today?
4. What is your view on the ethics of this experiment?
Evidence of Learning-
READ pages 133 and 135
ANSWER: What are the applications of classical conditioning?
WEDNESDAY - 17 OCT 2012
2nd HOUR / 4th HOUR WU-
READ page 134 "The Story of Little Albert"
ANSWER:
1. What were Watson and Rayner trying to study?
2. Describe the experiment.
3. What do you think is up with Little Albert today?
4. What is your view on the ethics of this experiment?
Evidence of Learning-
READ pages 133 and 135
ANSWER: What are the applications of classical conditioning?
TUESDAY - 16 OCT 2012
8th HOUR WU-
READ page 289 "Making the Most of Late Adulthood"
ANSWER:
1. Describe the later life contributions of the 3 individuals.
2. As a whole, why do you think they were able to accomplish these things later in life?
In Class-
TURN IN - Early Childhood Manual (Chapter 10 / 11) Project
-based on ages and stages development
2nd HOUR / 4th HOUR WU-
READ page 289 "Making the Most of Late Adulthood"
ANSWER:
1. Describe the later life contributions of the 3 individuals.
2. As a whole, why do you think they were able to accomplish these things later in life?
In Class-
TURN IN - Early Childhood Manual (Chapter 10 / 11) Project
-based on ages and stages development
8th HOUR WU-
READ Page 260 - "Identity Formation and Identity Development"
ANSWER:
According to Erik Erikson,
1. How many stages consists of the journey of life?
2. What are children's main task when they beginschool? What is the main task of the adolescent stage?
3. Describe what "identity crises" is.
4. What may happen if teens do not forge their own identity?
5. What are some examples of teens "trying out different selves" during this stage of life?
In Class-
Project work time Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development
2nd HOUR / 4th HOUR WU-
READ Page 260 - "Identity Formation and Identity Development"
ANSWER:
According to Erik Erikson,
1. How many stages consists of the journey of life?
2. What are children's main task when they begin school? What is the main task of the adolescent stage?
3. Describe what "identity crises" is.
4. What may happen if teens do not forge their own identity?
5. What are some examples of teens "trying out different selves" during this stage of life?
In Class-
Project work time Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development
8th HOUR WU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?
2nd HOUR / 4th HOUR WU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?
WEDNESDAY - 26 SEPT 2012 8th HOUR WU-
READ page 232 "Reflexes"
ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?
Evidence of Learning-
READ pages 240-241 "Self-Esteem"
-Take notes
-What is it? Different kinds, types?
...I will do a notes check next class
TUES - 25 SEPT 2012
2nd HOUR / 4th HOUR WU-
READ page 232 "Reflexes"
ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?
2nd HOUR / 4th HOUR WU-
READ page 45 "Hawthorne Plant Study"
ANSWER the following:
1. Describe the experiment
2. Give 2 reasons why it was a flawed experiment
In Class-
E of L Check (2-3 notes on methods of observation)
2-2 textbook in class
-notes on:
population, samples, selecting samples, generalizing results, volunteer bias,
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
Computer lab time to find a psychological scientific study and its results
Evidence of Learning-
1. FIND and PRINT off a recent study (of just about anything)
2. CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
3. COMPLETE the green sheet on ..."How Social Scientists Find Information" parts A,B,C,D
Evidence of Learning-
In a paragraph form, answer the following question:
"What are 2 examples of major changes to the field of psychology (over the course of its history)? Explain each."
Evidence of Learning-
In a paragraph form, answer the following question:
"What are 2 examples of major changes to the field of psychology (over the course of its history)? Explain each."
THURS - 6 SEPT 2012
8th HOUR WU-
Psychological 6 Matching!
In Class-
Review
the Psychological 6 (notes)
Contemporary areas of psychological study
Evidence of Learning-
Define the following psychological perspectives:
biological, evolutionary, cognitive, humanistic, psychoanalytic, learning, sociocultural
STUDY FOR CHAPTER 1 TEST - MONDAY, 10 SEPT
(vocabulary, jobs/careers, individuals that contributed to the field of psychology, contemporary perspectives)
Evidence of Learning-
Define the following psychological perspectives:
biological, evolutionary, cognitive, humanistic, psychoanalytic, learning, sociocultural
STUDY FOR CHAPTER 1 TEST - FRIDAY, 7 SEPT
(vocabulary, jobs/careers, individuals that contributed to the field of psychology, contemporary perspectives)
TUES - 4 SEPT 2012
8th HOUR WU-
PAGE 23 - ANSWER 1,2,3,4
In Class-
Review
Historical overview of psychology
and
the Psychological 6 (notes)
Wrap up questions...
Evidence of Learning-
FRI - 31 AUG 2012
2nd HOUR / 4th HOUR WU-
PAGE 23 - ANSWER 1,2,3,4
In Class-
Review
Historical overview of psychology
and
the Psychological 6 (notes)
Wrap up questions...
Evidence of Learning-
THURS - 30 AUG 2012
8th HOUR WU-
READ page 7, "Thinking Critically About Astrology"
ANSWER the following questions:
1. Why is astrology NOT an empirical (hard) science?
2. Why do people continue to seek astrologists for answers to things?
3. DEFINE vocabulary- behavior, cognitive activities, theory, principle
Historical overview of psychology
and
the Psychological 6
7 Contemporary Perspectives of Psychology
Wrap up questions...
Evidence of Learning-
WED - 28 AUG 2013
2nd HOUR / 4th HOUR WU-
READ page 7, "Thinking Critically About Astrology"
ANSWER the following questions:
1. Why is astrology NOT an empirical (hard) science?
2. Why do people continue to seek astrologists for answers to things?
3. DEFINE vocabulary- behavior, cognitive activities, theory, principle
Historical overview of psychology
and
the Psychological 6
(on own and then ppt)
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning-
TUES - 28 AUG 2012
8th HOUR WU-
What is Psychology? What are some uses or applications for it?
In Class-
Course Syllabus outline
Discussed examples of risky behavior
Evidence of Learning-
Create a chart of the Types of Psychological Professions and a description of each. USE PAGES 8-11 to help you.
There will be a quiz on this information next class.
MON - 27 AUG 2012
2nd HOUR / 4th HOUR WU-
What is Psychology? What are some uses or applications for it?
In Class-
Syllabus/expectations/procedures/book signouts
Discussed examples of risky behavior/definitions
changing tower lightbulb
What do psychologists do?
Evidence of Learning-
Create a chart of the Types of Psychological Professions and a description of each. USE PAGES 8-11 to help you.
There will be a quiz on this information next class.
9/17 and 9/18 OR 9/22 and 9/23 WU- Do you think the following are TRUE or FALSE?
1. Most babies triple their weight by the time they reach their first birthdays. 2. Newborn babies would rather be held by their mothers than by other people. 3. Baby geese become attached to the first moving object they see - even if the object is a human being. 4. Most abused children become child abusers themselves when they grow up. 5. Children's self-esteem tends to decrease as they go through elementary school.
In Class- E of L DUE...5th Hour 30 min. in IMC to complete (Make Your Own Ch.2 Test - see Tuesday's E of L)
Take a test
Evidence of Learning- Moving a little deeper into the book... READ page 228-230 ANSWER 10-1 Review 1,2,3,4 (page 230)
WEDNESDAY - 23 SEPT 2015 3rd HOUR / 4TH HOUR WU-
(10-3 and 10-4 material)
1. DEFINE:
attachment-
contact comfort-
imprinting-
2. What is the difference between:
assimilation-
and
accommodation-
In Class-
E of L DUE:
Piaget activity completion
Evidence of Learning-
(2 PARTS)
1-
Chapter 10 Test (only using you, your book and your notes)
TUESDAY - 22 SEPT 2015 3rd HOUR / 4TH HOUR WU-
READ p.245 "The Story of the Cups"
ANSWER:
1. What does this tell us about the reasoning of younger and older kids? Explain.
Recall a time in your childhood when you accidentally broke something...
2. What were the circumstances?
(Example - Were you throwing/doing something despite a warning not to do it?)
3. How did your parents react to the breakage?
4. How important to your parents was the intention behind the misdeed?
In Class-
E of L DUE:
10-2 Notes and Self-Esteem questions
Piaget's Stages of Cognitive Development:
(in notebook - define each)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
Evidence of Learning-
Use pages 241-244 to assist you:
Match the statements to one of Piaget's Stage of Development
MONDAY - 21 SEPT 2015 3rd HOUR / 4TH HOUR
WU-
READ page 232 "Reflexes"
ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?
In Class-
E of L DUE:
Development organizer and 10-1 questions
Evidence of Learning-
(2 PARTS)
1-
10-2 Notes (similarities/differences between the following individuals)
Gesell vs. Piaget vs. Flavell
*Similarities?
*Differences?
2-
READ pages 240-241 "Self-Esteem" ANSWER:
1. What is it?
2. Describe some influences on it.
3. What are the different kinds or types?
4. Gender or age connections?
DUE next class
FRIDAY - 18 SEPT 2015 3rd HOUR / 4TH HOUR WU-
Who and/or what do you think influences our development?
(Give some examples that will help to defend your response)
In Class-
E of L DUE:
Chapter 2 Test that you created
Assess yourselves!
(in notebook)
How old were you when you:
1. first started talking?
2. rolled over?
3. sat up?
4. started crawling?
5. started walking?
6. could write your name?
7. were able to start reading?
Evidence of Learning-
(2 PARTS)
1-
Physical Development Graphic Organizer
Psychology I
SPRING 2017
Mr. Ranweiler - Social Science Department - Berthoud High School
curtis.ranweiler@thompsonschools.org
Course Outline:
Warm up template:
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
LEGO Challenge: "Create something that represents or identifies one of the psychologists we studied."
http://learninginhand.com/westwood/
MONDAY - 21 MAY 2017
2nd HOUR
EQ/LT - What are the differences in psychological disorders?
WU-
In Class-
E of L CHECK -
CONTINUE working on study guide for final
http://www.cnn.com/cnn10
Evidence of Learning-
CONTINUE - Psychology Final Study Guide
THURSDAY - 18 MAY 2017
2nd HOUR
EQ/LT - What are the differences in psychological disorders?
WU-
In Class-
E of L CHECK -
CONTINUE working on study guide for final
http://www.cnn.com/cnn10
Evidence of Learning-
START - Psychology Final Study Guide
TUESDAY - 16 MAY 2017
2nd HOUR
EQ/LT - What are the differences in psychological disorders?
SENIOR FINAL - WEDNESDAY 17 MAY 2017
WU-
In Class-
E of L CHECK -
Chapter 19 Test
GRADE - Chapter 19 Test
http://www.cnn.com/cnn10
Evidence of Learning-
START - Psychology Final Study Guide
MONDAY - 15 MAY 2017
2nd HOUR
EQ/LT - What are the differences in psychological disorders?
SENIOR FINAL - WEDNESDAY 17 MAY 2017
WU-
In Class-
E of L CHECK -
Page 454 "UMI" #6 and "TC" 3,4
Chapter 19 Test
http://www.cnn.com/cnn10
Evidence of Learning-
Chapter 19 Test
FRIDAY - 12 MAY 2017
2nd HOUR
EQ/LT - What are the differences in psychological disorders?
SENIOR FINAL - WEDNESDAY 17 MAY 2017
WU-
Page 455
"Building Social Studies Skills"
1,2,3,4
In Class-
E of L CHECK -
19-2 1,2 (page 444)
Discuss E of L
Name that disorder (6-10)
Free Association Activity
ECT
https://www.youtube.com/watch?v=9L2-B-aluCE
http://www.cnn.com/cnn10
Evidence of Learning-
Page 454
"Understanding Main Ideas"
6
"Thinking Critically"
3,4
THURSDAY - 11 MAY 2017
2nd HOUR
EQ/LT - What are differences in psychological disorders?
SENIOR FINAL - WEDNESDAY 17 MAY 2017
WU-
Page 445
READ "Exploring Diversity"
Answer:
1. What is susto?
2. Answer"Think About It" question
In Class-
E of L CHECK -
19-1 questions 1,2,3,4
Discuss E of L
Is this a psychological disorder?
Name that disorder.
Free Association Activity
http://www.cnn.com/cnn10
Evidence of Learning-
Page 444
19-2 Review
1,2
TUESDAY - 9 MAY 2017
2nd HOUR
SENIOR FINAL - WEDNESDAY 17 MAY 2017
WU-
LISTEN or READ this story:
http://www.npr.org/2013/10/20/238095806/when-playing-video-games-means-sitting-on-lifes-sidelines
ANSWER:
1. What is the name of the addiction treatment center?
2. Describe some the effects of gaming that led to these individuals seeking help.
3. What are the common characteristics that patients entering this facility have?
4. What were some problems the treatment center had with the different treatment/help levels?
5. Describe what patients have to design to be released.
6. Is this a newer addiction problem? Explain.
How have things changed over time?
In Class-
E of L CHECK -
Grade
Chapter 18: Psychological Disorders
FINISH?
my strange addiction
https://www.youtube.com/watch?v=UBPq-HJ_-k8
Introduce Chapter 19:
Methods of Treatment
cnnstudentnews.com
Evidence of Learning-
Use 9-1 to assist your with these questions:
1. Using your own words...What is psychotherapy?
2. Name and explain the 3 main goals of psychotherapy.
3. Describe the four commonly used methods of psychotherapy.
4. Which of these do feel is the most beneficial? Why? Explain.
MONDAY - 8 MAY 2017
2nd HOUR
SENIOR FINAL - WEDNESDAY 17 MAY 2017
WU-
Quick...last couple minutes to cram some more in!
In Class-
E of L CHECK -
TEST - Chapter 18: Psychological Disorders
my strange addiction
https://www.youtube.com/watch?v=UBPq-HJ_-k8
cnnstudentnews.com
Evidence of Learning-
FRIDAY - 5 MAY 2017
2nd HOUR
WU-
Page 433
1,2,3,4
In Class-
E of L CHECK -
examples of disorders
quizlet review of chapter 18: psychological disorders
my strange addiction
https://www.youtube.com/watch?v=UBPq-HJ_-k8
cnnstudentnews.com
Evidence of Learning-
TEST NEXT CLASS - MONDAY 8 MAY 2017
Chapter 18: Psychological Disorders
study link:
https://quizlet.com/_3fca8u
THURSDAY - 4 MAY 2017
2nd HOUR
WU-
Page 413
READ EACH example of Culture-Bound Syndromes...
1. What are culture-bound syndromes? Definition?
2. Answer the 18.1 (greenish/blue) question at the bottom.
3. Name/describe another example of this found in the world.
http://www.psychiatrictimes.com/cultural-psychiatry/introduction-culture-bound-syndromes-0
https://msu.edu/course/sw/850/stocks/pack/u02/cltsyndr.pdf
In Class-
E of L CHECK -
18-2 (model anxiety disorders) through 18-6 (Kinds of Disorders)
-in your assigned group and
USE GOOGLE SLIDES
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?
It's Go Time!
1,2,3,4,5
-Your job is to take DETAILED notes of the OTHER FOUR disorders
while they are presenting.
Crash Course Psychology: Psychological Disorders:
https://www.youtube.com/watch?v=wuhJ-GkRRQc
1. Describe how the perspectives of mental illnesses has changes.
2. How are disorders diagnosed? Describe how this tool is used.
3. Why is it an evolving process? Explain.
DSM 5
video:
https://www.youtube.com/watch?v=n27YaehttLc
my strange addiction
cnnstudentnews.com
Evidence of Learning-
Presentation notes (from OTHER FOUR) disorders
Crash Course Psychology: Psychological Disorders:
https://www.youtube.com/watch?v=wuhJ-GkRRQc
1. Describe how the perspectives of mental illnesses has changes.
2. How are disorders diagnosed? Describe how this tool is used.
3. Why is it an evolving process? Explain.
TUESDAY - 2 MAY 2017
2nd HOUR
WU-
READ / DISCUSS
"Not Guilty by Reason of Insanity" p.412
1. What is the M'Naughten Rule? From whom is it named? Why?
2. Go over insanity as a legal concept - what are the differences?
In Class-
E of L CHECK -
18-2 (model anxiety disorders) through 18-6 (Kinds of Disorders)
-in your assigned group and
USE GOOGLE SLIDES
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?
THURS - DSM 5 video:
https://www.youtube.com/watch?v=n27YaehttLc
and crash course psychology: psychological disorders:
https://www.youtube.com/watch?v=wuhJ-GkRRQc
my strange addiction
cnnstudentnews.com
Evidence of Learning-
Complete the group research of your disorder from Chapter 18*
SHARE IT WITH ME
MONDAY - 1 MAY 2017
2nd HOUR
WU-
Page 419
Views of anxiety disorders...
1. psychoanalytic theorists vs. learning theorists vs. cognitive theorists
2. Biological views?
In Class-
E of L CHECK -
Time.com DSM article and responses
http://phobialist.com/
18-2 (model anxiety disorders) through 18-6 (Kinds of Disorders)
-in your assigned group:
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?
my strange addiction
cnnstudentnews.com
Evidence of Learning-
FRIDAY - 28 APRIL 2017
2nd HOUR
WU-
READ - PAGE 418 "Terrorism and Anxiety"
ANSWER "Think About It" question
In Class-
E of L CHECK -
18-2 Anxiety Disorders / Name and Explain the Five
Evidence of Learning-
(2 PARTS)
1-
READ Classifying Psychological Disorders (411-413)
NAME / DEFINE / DESCRIBE differences in categories on page 414
2-
READ and RESPOND:
THURSDAY - 27 APRIL 2017
2nd HOUR
WU-
ANSWER the following...
1. What role does intelligence testing have in schools and in the workplace?
2. What do you think are some ways that parents and educators can help student
develop his or her intelligence?
3. Do schools test for IQ scores? Would knowledge of their IQ scores affect a student's performance? Explain.
In Class-
E of L CHECK -
FINISH:
"Battle of the Brains - BBC"
https://www.youtube.com/watch?v=8JmFS75Vx2k
COMPLETE video companion:
INTRO - Chapter 18 - Psychological Disorders
-How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior?
-go over pgs. 410-411 notes
Classifying Psychological Disorders (411-413)
*look over categories on page 414
Evidence of Learning-
18-2 Anxiety Disorders
1. Define anxiety disorders-
2. Name AND Explain EACH of the FIVE anxiety disorders.
TUESDAY - 25 APRIL 2017
2nd HOUR
WU-
Name 2 other ways that you think these individuals should be tested for the intelligence...
In Class-
E of L CHECK -
GO OVER
Chapter 9 Test
If time permits...
FINISH
Battle of the Brains!
-BBC / Multiple Intelligences
Evidence of Learning-
FINISH:
1st 10 minutes of "Battle of the Brains"
w/ video companion:
MONDAY - 24 APRIL 2017
2nd HOUR
WU-
One last look at Chapter 9 stuff...
In Class-
E of L CHECK -
Chapter 9 Test
If time permits...
START
Battle of the Brains!
-BBC / Multiple Intelligences
Evidence of Learning-
Watch
1st 10 minutes of "Battle of the Brains"
w/ video companion
FRIDAY - 21 APRIL 2017
2nd HOUR
WU-
PAGE 218
ANSWER 1 and 2
In Class-
E of L CHECK -
Emotional IQ Test responses
Completed page 1 of Battle of the Brains handout
9-4 - NOTES
Genetic AND Environmental Influences on Intelligence
quizlet.live
jeopardy link:
https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=345223#.WPkhMhPyvIW
If time permits...
START
Battle of the Brains!
-BBC / Multiple Intelligences
Evidence of Learning-
Chapter 9: Intelligence TEST - MONDAY 24 APRIL 2017
THURSDAY - 20 APRIL 2017
2nd HOUR
WU-
PAGE 223 - "Building Social Studies Skills"
ANSWER 1,2,3,4
In Class-
E of L CHECK -
REVIEW-
-Emotional Intelligence (p. 210)
-Stanford Binet vs. Wechsler Intelligence Tests
(in notebook)
Problems with Intelligence Tests (p. 214)
-Differences in Intelligence
-test reliability / test validity
Emotional Intelligence
https://www.youtube.com/watch?v=zVxdUqLJT6s
Take Emotional IQ Test (see E of L)
If time permits...
START
Battle of the Brains!
-BBC / Multiple Intelligences
Evidence of Learning-
PART 1
Take this Emotional IQ Test:
http://greatergood.berkeley.edu/ei_quiz/
1. What did you score? What does this mean?
2. Do you agree with the results? Why?
3. List or describe at least 2 problems or issues you had with taking this test.
4. Name 2 jobs or professions that could benefit from using these types of tests.
5. Which emotion / picture did you have the most trouble with?
PART 2
COMPLETE
-THE FIRST PAGE of this "Battle of the Brains" video companion:
TUESDAY - 18 APRIL 2017
2nd HOUR
WU-
READ p.217
ANSWER the following:
1. Why did Gardner choose these 7 major figures?
2. What does EC stand for?
3. Give your own example of someone who possesses most of these characteristics.
4. Is the EC a valid description that could be used to help identify intelligence? Explain.
In Class-
E of L CHECK -
Tuesday's Part 1 and Part 2
Go over E of L responses on intelligence
Here's what a couple people say about intelligence...
Spearman
Thurstone
Gardner
Sternberg
Evidence of Learning-
(2 PARTS)
PART 1
Emotional Intelligence (pages 208-210)
1. Define it.
2. According to Goleman - NAME and EXPLAIN the FIVE FACTORS of Emotional Intelligence.
USE 9-2 to assist you with responses to the following:
3. What are two examples of tests that measure for intelligence? Give background and examples of each.
4. Explain the difference between test reliability and test validity.
Problems with intelligence tests...(p. 214)
PART 2
A sample of Howard Gardner's Multiple Intelligence Test...
Take this questionnaire:
http://www.literacynet.org/mi/assessment/findyourstrengths.html
-print off results
1. What are you strengths? Weaknesses?
2. Do you agree with the results? Explain with detail.
MONDAY - 17 APRIL 2017
2nd HOUR
WU-
READ p.209 "Artificial Intelligence"
ANSWER the 3 "Think About It" questions
In Class-
E of L CHECK -
50 First Dates handout AND b.socrative.com questions
Intro. to Chapter 9: Intelligence
Evidence of Learning-
(2 PARTS)
1-
(Use your brain only for 1-4.)
ANSWER the following by using only your brain:
1. What is your definition of "intelligence"?
2. What does intelligence look like?
3. Could there be different kinds of intelligences? Explain.
4. How might you test for intelligence? What way or type would work the best?
2-
(Use your textbook to define these two terms.)
Achievement vs. Intelligence
FRIDAY - 14 APRIL 2017
2nd HOUR
LT/EQ - Identify and define the stages of memory. Investigate types of memory loss.
WU-
1. What are some discrepancies within the movie?
(Problems with the plots OR solutions to Lucy's problem?)
...that doesn't seem right...not sure that is correct...really, how/why did they do that?
2. What are some questions from the movie that you have?
In Class-
E of L Due -
FINISH:
"50 First Dates"
with video companion:
Evidence of Learning-
PART 1
BOTH SIDES of this "50 First Dates" video companion:
to assist you with side 2:
COMPLETE:
Text to Text / Text to Self / Text to World - other side of video companion
*We have been studying/discussing/researching memory problems,
connect the movie to memory topics:
-Discussed in class and textbook (text to text)
-Connected to your own lives (text to self)
-Heard/Seen/Read about in the World (text to world)
PART 2
Complete this quiz:
b.socrative.com
283933
TUESDAY - 11 APRIL 2017
2nd HOUR
LT/EQ - Identify and define the stages of memory.
WU-
In Class-
E of L Due -
PAST DUE: Chapter 7: Memory Test
Grade Chapter 7 Test
START:
"50 First Dates"
with video companion:
Evidence of Learning-
MONDAY - 10 APRIL 2017
2nd HOUR
LT/EQ - Identify and define the stages of memory.
WU-
In Class-
E of L CHECK -
Chapter 7: Memory Test
Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M
FINISH:
60 Minutes "Eyewitness Testimony" Part 1 AND Part 2
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
5. How can eyewitness testimony and procedures be done differently?
6. Describe your reaction to this story.
7. Is this an issue that should be looked more closely at here in CO and in the nation? Why?
START:
"50 First Dates"
with video companion:
Evidence of Learning-
60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
5. How can eyewitness testimony and procedures be done differently?
6. Describe your reaction to this story.
7. Is this an issue that should be looked more closely at here in CO and in the nation? Why?
FRIDAY - 7 APRIL 2017
2nd HOUR
LT/EQ - Identify and define the stages of memory.
WU-
Study time...one last look...
In Class-
E of L CHECK -
Chapter 7: Memory Test
Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M
60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
Evidence of Learning-
Chapter 7 Test
60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
THURSDAY - 6 APRIL 2017
2nd HOUR
LT/EQ - Identify and define the stages of memory.
WU-
Brain Break - Wander Activity
In Class-
E of L CHECK -
Notes about the different kinds of amnesia.
7-4 Types of Forgetting
Retrograde/Anterograde Amnesia
http://www.youtube.com/watch?v=wRl0M2jQqWo
Short Term Memory Loss
http://www.youtube.com/watch?v=tESffhWs8l0
The Man with the 30 Second Memory
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related
Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M
Memory Games!
http://faculty.washington.edu/chudler/chmemory.html
"This is...Jeopardy!"
-review time
Evidence of Learning-
Chapter 7 Test - Memory - FRIDAY 21 NOV 2014
TUESDAY - 4 APRIL 2017
2nd HOUR
LT/EQ - Identify and define the stages of memory.
WU-
In Class-
E of L DUE:
7.2 and 7.3 of Friday's handout
7-1 / 7-2 / 7-3 Memory Quiz
60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
Evidence of Learning-
Forgetting...
1. What are the different kinds of amnesia? Explain /Define EACH
MONDAY - 3 APRIL 2017
2nd HOUR
LT/EQ - Identify and define the stages of memory.
WU-
Page 175
End of Chapter 7 Review
1,2,3,4
In Class-
E of L DUE:
7.2 side of Friday's handout
Chapter 7-2 (pages 155-160)
3 Processes of Memory (encoding, storage, retrieval)
see attachment template:
60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
Remainder of class time should be dedicated to doing
the 7-3 Stages of Memory notes (from the book using the template format)
Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory
AND
STUDY for a quiz on material from Ch.7 (sections 1,2,3)
FRIDAY - 31 MARCH 2017
2nd HOUR
LT/EQ - How do dreams affect our consciousness?
WU-
ON THE WARMUP handout
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.
In Class-
E of L DUE:
Pill for Memory Loss (article and questions)
Chapter 7 quizlet.com vocabulary list
PRESENT:
Three Processes of Memory
-We worked in groups to DEFINE and CREATE a poster for each:
ENCODE-
STORAGE-
RETRIEVAL-
FFI - finish?
Evidence of Learning-
ONLY COMPLETE the 7-2 Review of this handout:
THURSDAY - 30 MARCH 2017
2nd HOUR
LT/EQ How do dreams affect our consciousness?
WU-
Page 165 - "Can We Trust Eyewitness Testimony?"
1. What are some problems with eyewitness testimony?
2. How could it be made more reliable?
In Class-
E of L DUE:
Pages 154-155 (1,2,3)
Chapter 7 quizlet.com vocabulary list
GO OVER yesterday's WU...
Starting Chapter 7...
Use page 154 to answer the following questions:
1. Define memory-
2. What is a memory you have that is very vivid? Why do you think you remember it so well?
3. When recalling an event with friends or family, why do you think everyone's memories might be a little different about it?
Three Kinds of Memory - review
Three Processes of Memory
-We worked in groups to DEFINE and CREATE a poster for each:
ENCODE-
STORAGE-
RETRIEVAL
FFI - finish?
Dreams
WATCH:
Interpretations of Dreams (Freud)
https://www.youtube.com/watch?v=lig53eW2ptg
RESPOND TO:
Evidence of Learning-
Pill for Memory Loss (article and questions)
TUESDAY - 28 MARCH 2017
2nd HOUR
WU-
Starting Chapter 7...
Use page 154 to answer the following questions:
1. Define memory-
2. What is a memory you have that is very vivid? Why do you think you remember it so well?
3. When recalling an event with friends or family, why do you think everyone's memories might be a little different about it?
In Class-
E of L DUE:
READ Chapter 7 - Section 1
ANSWER:
1. What are the 3 KINDS of memory? Define each.
2. Give ONE personal example for each kind.
Evidence of Learning-
(2 PARTS)
A-
Pages 154-155
1. What is Episodic Memory? Define/Provide examples.
2. What is Semantic Memory? Define/Provide examples.
3. What is Implicit Memory? Define/Provide examples.
B-
quizlet.com
CREATE a CHAPTER 7 Vocabulary List
PRINT IT OFF
MONDAY - 27 MARCH 2017
2nd HOUR
WU-
Study Time!
In Class-
Chapter 5 Test
cnnstudentnews.com
Evidence of Learning-
READ Chapter 7 - Section 1
ANSWER:
1. What are the 3 KINDS of memory? Define each.
2. Give ONE personal example for each kind.
FRIDAY - 24 MARCH 2017
2nd HOUR
WU-
Page 123"Building Social Studies Skills"
1,2,3,4
In Class-
E of L DUE:
Page 122
"Understanding Main Ideas" 3,4
"Thinking Critically" 2,3
Altered States of Consciousness
examples...
Biofeedback
Meditation
Hypnosis
quizlet.live
Continue?
Dying to Sleep / FFI
documentary:
https://www.youtube.com/watch?v=2D79XBv9YkA
video companion:
Add these to your paper:
*4. What are the 2 types of FFI?
*5. Describe what scientists believe is going on with the brain.
*6. Would you want to know if you were a carrier of the gene or not? Explain.
Evidence of Learning-
STUDY!!!
Chapter 5 Test - MONDAY 27 MARCH 2017
THURSDAY - 23 MARCH 2017
2nd HOUR
WU-
Page 114
READ "Case Studies"
ANSWER:
1. What are some examples of voluntary and involuntary forms of behavior?
2. What is biofeedback?
3. Describe the study discussed in the reading...
4. How can biofeedback help humans?
In Class-
E of L DUE:
Narcolepsy article responses
Why do we sleep? Why do we dream?
Review:
Sleep problems
Dying to Sleep / FFI
documentary:
https://www.youtube.com/watch?v=2D79XBv9YkA
video companion:
Add these to your paper:
*4. What are the 2 types of FFI?
*5. Describe what scientists believe is going on with the brain.
*6. Would you want to know if you were a carrier of the gene or not? Explain.
Altered States of Consciousness
Biofeedback
Meditation
Hypnosis
Evidence of Learning-
Page 122
"Understanding Main Ideas" 3,4
"Thinking Critically" 2,3
TUESDAY - 21 MARCH 2017
2nd HOUR
EQ/LT - Describe what happens while we sleep.
WU-
READ 119 "Exploring Diversity"
ANSWER:
1. Give 3 examples of other cultures and altered states of consciousness.
2. Why do some cultures view this as something to be avoided and others something to be sought out?
https://www.youtube.com/watch?v=luDklth_mbM
In Class-
E of L DUE:
Stages of sleep (name / describe)
Altered States of Consciousness
-Sleep
-Stages and Cycles of sleep (with partner)
Pages 110-112
Sleep Problems
-Name and define each one
-What is a treatment for each one?
Evidence of Learning-
READ "Enslaved by the sandman-the shackles of narcolepsy"
ANSWER the questions that follow the article.
MONDAY - 20 MARCH 2017
2nd HOUR
WU-
PAGE 104 - "Truth or Fiction" at the very top
READ all 5
ANSWER whether you think its T or F (and support your answer)
In Class-
E of L DUE:
Mind's Big Bang - Reflection Questio
Consciousness as a Construct / Meanings of Consciousness (p.104)
REVIEW
Connecting to last week...
1. What is "consciousness"?
2. What do you know about it? Explain...tell me about it...
3. Can you define it? (In your own words.)
*Types of Awareness
and
*Freud's Levels of Consciousness
Levels of Consciousness (pages 105-106)
Altered States of Consciousness
-Sleep
-Stages and Cycles of sleep (with partner)
Use textbook pages 107-109 to assist you (as well as other online sources):
-NAME / SKETCH / EXPLAIN each of the stage of sleep.
Evidence of Learning-
Use pages 108-109 to ANSWER:
1. Why do we sleep? (Explain with reason, detail, fact.)
THURSDAY - 9 MARCH 2017
2nd HOUR
WU-
We are going big here...
-What do you think are the 3 greatest inventions/accomplishments in human history? Why?
In Class-
E of L DUE:
Consciousness / Levels of Consciousness ?s
FINISH:
"The Mind's Big Bang" (NOVA)
-Development of the Modern Mind
https://www.youtube.com/watch?v=n6JOwJpGbVs
(We watched the first 20 minutes)
https://www.youtube.com/watch?v=isOdID05YVg
-Here's the video companion:
ADD:
(During and After)
*On the back of video sheet - Using 2 columns:
"According to the video, what are the physical changes AND social changes that occurred in humans?"
Evidence of Learning-
Connecting to the last couple of days...
1. What is "consciousness"?
2. What do you know about it? Explain...tell me about it...
3. Can you define it? (In your own words.)
Minds Big Bang - Reflection Questions:
1. What do anthropologists think the purpose of cave painting (spit painting) was?
2. Anthropologists think that the development of language gave humans a huge evolutionary advantage. What did (and still does) language do for humans?
3. Susan Blackmore studies “memes” and believes that they are driving human evolution more than genetic evolution. What are they? Give an example at least two significant ones and explain how they affect evolution.
MONDAY - 6 MARCH 2017
2nd HOUR
WU-
Study Time...
In Class-
E of L DUE:
any questions...
Latent Learning / Observational Learning (pgs.145-147)
https://www.youtube.com/watch?v=dmBqwWlJg8U
http://ksut.org/post/study-says-parents-media-exposure-trickles-down-children
Chapter 6: Learning - Test
Post Test Activity:
Consciousness / Levels of Consciousness (pages 105-106)
1. Define Consciousness-
2. What are they?
3. What's going on at each of these levels? / Examples for each
(start Monday or Tuesday)
"The Mind's Big Bang"
-Development of the Modern Mind
https://www.youtube.com/watch?v=isOdID05YVg
https://www.youtube.com/watch?v=n6JOwJpGbVs
(We watched the first 30 minutes)
-Here's the video companion:
Evidence of Learning-
(2 PARTS)
A - Chapter 6 Test
B - Post Test Activity:
Consciousness / Levels of Consciousness (pages 105-106)
1. Define Consciousness-
2. What are they?
3. What's going on at each of these levels? / Examples for each
FRIDAY - 3 MARCH 2017
3rd HOUR / 4TH HOUR
WU-
DEFINE:
Observational Learning-
Latent Learning-
In Class-
E of L DUE:
Operant Conditioning Graphic Organizer
(6-2 / pages 136-142)
some examples of Operant Conditioning?
examples/applications of Operant Conditioning?
Latent Learning / Observational Learning (pgs.145-147)
https://www.youtube.com/watch?v=dmBqwWlJg8U
http://ksut.org/post/study-says-parents-media-exposure-trickles-down-children
quizlet.live
cnnstudentnews.com
Evidence of Learning-
STUDY!
CHAPTER 6 TEST - MONDAY 6 MARCH 2017
THURSDAY - 2 MARCH 2017
3rd HOUR / 4TH HOUR
WU-
Page 151 "Building Social Studies Skills"
1,2,3,4
In Class-
E of L DUE:
Operant Conditioning Graphic Organizer
(6-2 / pages 136-142)
USE YOUR BOOK to define and compare/contrast each of the following:
1. What is reinforcement? What are TWO types? Define each.
2. Rewards vs. Punishments
3. Continuous vs. Partial Reinforcement
4. Interval Schedules (Fixed vs. Variable) -picture p.141
5. Ratio Schedules (Fixed vs. Variable) -read p.141
6. What are some examples of Operant Conditioning?
examples/applications of Operant Conditioning?
Latent Learning / Observational Learning (pgs.145-147)
https://www.youtube.com/watch?v=dmBqwWlJg8U
http://ksut.org/post/study-says-parents-media-exposure-trickles-down-children
Skinner/Operant Conditioning
book/audio clip:
https://www.youtube.com/watch?v=I_ctJqjlrHA
YOUR TURN!
In each example write down how operant conditioning is being used
AND/OR
Identify the connections to the principles of operant conditioning:
1. Shaping
http://www.youtube.com/watch?v=g6F0bRTurPk
2. Programmed Learning
http://www.youtube.com/watch?v=jTH3ob1IRFo
3. Classroom Discipline
http://www.youtube.com/watch?v=5-aXcp5j4bI
4. Operant Conditioning - Big Bang
http://www.youtube.com/watch?v=Mt4N9GSBoMI
(Page 150)
End of Chapter 6 Practice Vocabulary
"Identifying People and Places" 1-10
Evidence of Learning-
-PUT THE FOLLOWING IN YOUR NOTEBOOK (I will check for it next class)
USE YOUR BOOK to define and compare/contrast each of the following:
1. What is reinforcement? What are TWO types? Define each.
2. Rewards vs. Punishments
3. Continuous vs. Partial Reinforcement
4. Interval Schedules (Fixed vs. Variable) -picture p.141
5. Ratio Schedules (Fixed vs. Variable) -read p.141
6. What are some examples of Operant Conditioning?
(Page 150)
End of Chapter 6 Practice Vocabulary
"Identifying People and Places" 1-10
CHAPTER 6 TEST - MONDAY 6 MARCH 2017
TUESDAY - 28 FEB 2017
2nd HOUR**
LT/EQ - Students will investigate differences between classical and operant conditioning.
WU-
Is delaying aging a good or bad thing? Why?
http://www.npr.org/blogs/health/2013/10/08/230175345/delaying-aging-may-have-a-bigger-payoff-than-fighting-diseases
1. Positives AND Negative of doing this?
2. What do you think about it? Why?
In Class-
E of L DUE:
Pages 135-136 Questions
Questions?
Conditioning Practice - Your turn!
*Applications of Classical Conditioning...
Flooding and Systemic Desensitization-
Counter-conditioning-
The Bell and Pad Method / Bed Wetting-
6-1 Mini Quiz "Walk About"
Background and UPDATE - Little Albert
obituary
http://ucpsych.wordpress.com/2009/04/01/little-albert-1920-2009/
facts of experiment
http://www.thepsychfiles.com/2008/02/episode-47-the-little-albert-study-what-you-know-ismostly-wrong/
fate
http://www.apa.org/monitor/2010/01/little-albert.aspx
http://www.mindhacks.com/blog/2009/10/little_albert_lost_.html
- Pavlov’s dog
http://www.youtube.com/watch?v=CpoLxEN54ho- Pavlov’s dog II
http://www.youtube.com/watch#!v=hhqumfpxuzI&feature=related- home version
http://www.youtube.com/watch#!v=wEDJF5u3inY&feature=relatedthe office –classical conditioning
http://www.youtube.com/watch?v=WfZfMIHwSkU&feature=related
- b.f. skinner operant conditioning -pigeons
http://www.youtube.com/watch?v=I_ctJqjlrHAskinner backround
Evidence of Learning-
Operant Conditioning graphic organizer
Chap. 6-2 (pages 136-142) to assist you:
MONDAY - 27 FEB 2017
2nd HOUR
LT/EQ - Students will investigate differences between classical and operant conditioning.
WU-
READ page 143
"Technology and Learning"
ANSWER:
"Think About It" 1,2
In Class-
E of L DUE:
Parts A, B, C (see Friday 23 FEB 2017 E of L)
DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples):
Taste Aversion-
Extinction-
Spontaneous Recovery-
Generalization-
Discrimination-
*Applications of Classical Conditioning...
Flooding and Systemic Desensitization-
Counter-conditioning-
The Bell and Pad Method / Bed Wetting-
6-1 Mini Quiz "Walk About"
Background and UPDATE - Little Albert
obituary
http://ucpsych.wordpress.com/2009/04/01/little-albert-1920-2009/
facts of experiment
http://www.thepsychfiles.com/2008/02/episode-47-the-little-albert-study-what-you-know-ismostly-wrong/
fate
http://www.apa.org/monitor/2010/01/little-albert.aspx
http://www.mindhacks.com/blog/2009/10/little_albert_lost_.html
http://mindhacks.com/2009/10/22/little-albert-lost-and-found/
Last one?
Conditioning Practice - Your turn!
Evidence of Learning-
Pages 135-136
READ
"Operant Conditioning" & "B.F. Skinner's Ideas for the Birds"
1. Definition of operant conditioning-
2. How is it different from classical conditioning?
3. What was Skinner's big idea?
4. Give some reasons why it didn't work out...
FRIDAY - 23 FEB 2017
3rd HOUR
WU-
READ page 134 "The Story of Little Albert"
ANSWER:
1. What were Watson and Rayner trying to study?
2. Describe the experiment.
3. What do you think is up with Little Albert today?
4. What is your view on the ethics of this experiment?
In Class-
E of L DUE:
6-1 Notes and FIRST 2 from conditioning handout
Habits/Preferences
(Think/Ink)
Conditioning Practice - Your turn!
-check / continue
DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples):
Taste Aversion-
Extinction-
Spontaneous Recovery-
Generalization-
Discrimination-
Evidence of Learning-
DO THIS:
A - DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples):
Taste Aversion-
Extinction-
Spontaneous Recovery-
Generalization-
Discrimination-
B - Definitions above (if not completed)
AND
-READ pages 133 and 135
ANSWER: What are the applications of classical conditioning?
C - STUDY THIS:
6-1 MATERIAL (for mini quiz NEXT CLASS)
THURSDAY - 23 FEB 2017
2nd HOUR
WU-
READ:
Upfront Magazine "Unsafe Behind the Wheel?"
(pages 6-7)
ANSWER:
1. What are some statistics on teen driving and texting (found within the text)?
2. Give 2 examples of what states are doing to try and make teens safer drivers.
3. What do you think? Give examples of other ways that might be good ideas to help with this.
In Class-
E of L DUE:
*Chapters 10/11 Owner's Manual DUE AT THE START OF CLASS
The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Publication Bias
http://www.nytimes.com/2015/10/01/health/study-finds-psychotherapys-effectiveness-for-depression-overstated.html?_r=0
Habits/Preferences
(Think/Ink)
-Motivator (p.128)
Evidence of Learning-
USE page 128-130 to help you...
1. Who is Ivan Pavlov?
2. What did he do that makes him a pioneer in classical conditioning?
3, DEFINE: US, UR, CS, CR, NS (Neutral Stimuli)
DO THE FIRST 2
Conditioning Practice - Your turn!
FRIDAY - 17 FEB 2017
2nd HOUR
LT/EQ - Apply concepts and design an "owner's manual" of human development (0 to teenager)
WU-
NO WU
In Class-
E of L DUE:
WORK TIME - Owner's Manual - DUE: WEDNESDAY 22 FEB 2017
REVIEW:
Physical / Motor Development
Gesell / Piaget vs. Flavell
Perceptual Development
(visual cliff)
Piaget's Stages of Cognitive Development
(video clip examples)
Kohlberg's Moral Development
-The Heinz Dilemma (p.246)
FINISH:
Social Development / Peer Influences / Self-Esteem
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)
Identity Formation
Erikson / Marcia (p.260)
The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Evidence of Learning-
DUE - WEDNESDAY 22 FEB 2017 - WHEN YOU WALK IN THE DOOR!
Early Childhood Owner's Manual: Birth to Teenager (Chapters 10 and 11)
THURSDAY - 16 FEB 2017
2nd HOUR
WU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?
*Is there anything now (vs. 2000) that impacts teens and jobs today?
In Class-
E of L DUE:
Developmental psychologists' theories/contributions to the field
REVIEW:
Physical / Motor Development
Gesell / Piaget vs. Flavell
Perceptual Development
(visual cliff)
Piaget's Stages of Cognitive Development
(video clip examples)
Kohlberg's Moral Development
-The Heinz Dilemma (p.246)
FINISH:
Social Development / Peer Influences / Self-Esteem
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)
Identity Formation
Erikson / Marcia (p.260)
The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Evidence of Learning-
DUE - WEDNESDAY 22 FEB 2017 - WHEN YOU WALK IN THE DOOR!
Early Childhood Owner's Manual: Birth to Teenager (Chapters 10 and 11)
TUESDAY - 14 FEB 2017
2nd HOUR
WU-
READ: Page 255 "Exploring Diversity: Rites of Passage"
ANSWER: "Think About It" question
In Class-
E of L DUE:
11-1 Review questions 1 and 3
REVIEW:
Physical / Motor Development
Gesell / Piaget vs. Flavell
Perceptual Development
(visual cliff)
Piaget's Stages of Cognitive Development
(video clip examples)
Kohlberg's Moral Development
-The Heinz Dilemma (p.246)
Social Development / Peer Influences / Self-Esteem
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)
Identity Formation
Erikson / Marcia (p.260)
The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Evidence of Learning-
NAMES of Developmental Psychologists
AND
Their CONTRIBUTIONS / THEORIES
MONDAY - 13 FEB 2017
2nd HOUR
WU-
Chapter 10 Review (1,2,3,4)
In Class-
E of L DUE:
Chapter 10 Test AND Self-Esteem reading/responses
DEFINE (video examples)
attachment-
contact comfort-
imprinting-
*difference between:
assimilation-
and
accommodation-
REVIEW:
Physical / Motor Development
Gesell / Piaget vs. Flavell
Apgar score
http://kidshealth.org/parent/pregnancy_center/q_a/apgar.html
perceptual development
(visual cliff)
Piaget's Stages of Cognitive Development
(video clip examples)
Evidence of Learning-
READ :Chapter 11-1: Adolescent Development
ANSWER: 11-1 Review questions 1 and 3
FRIDAY - 10 FEB 2017
2nd HOUR
WU-
(10-3 and 10-4 material)
1. DEFINE:
attachment-
contact comfort-
imprinting-
2. What is the difference between:
assimilation-
and
accommodation-
In Class-
E of L DUE:
Piaget activity
Evidence of Learning-
(2 PARTS)
1-
Chapter 10 Test (only using you, your book and your notes)
2-
READ and ANSWER questions that follow the self-esteem handout:
THURSDAY - 9 FEB 2017
2nd HOUR
WU-
READ p.245 "The Story of the Cups"
ANSWER:
1. What does this tell us about the reasoning of younger and older kids? Explain.
Recall a time in your childhood when you accidentally broke something...
2. What were the circumstances?
(Example - Were you throwing/doing something despite a warning not to do it?)
3. How did your parents react to the breakage?
4. How important to your parents was the intention behind the misdeed?
In Class-
E of L DUE:
10-2 Notes Check AND your picture/graphic of what development looks like
Review:
Gesell / Piaget / Flavell
Piaget's Stages of Cognitive Development:
(in notebook - define each)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
Examples (clips of each)
cnnstudentnews.com
Evidence of Learning-
(2 PARTS)
1-
Use pages 241-244 to assist you:
Match the statements to one of Piaget's Stage of Development
2-
READ pages 240-241 "Self-Esteem"
ANSWER ON BACK of Piaget Matching handout:
1. What is it?
2. Describe some influences on it.
3. What are the different kinds or types?
4. Gender or age connections?
TUESDAY - 7 SEPT 2017
2nd HOUR
WU-
READ page 232 "Reflexes"ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?
In Class-
E of L DUE:Development organizer
Evidence of Learning-
(2 PARTS)1-
READ page 228-230
ANSWER 10-1 Review 1,2,3 (page 230)
2-
10-2 Notes (similarities/differences between the following individuals)
Gesell vs. Piaget vs. Flavell
*Similarities between them?
*Differences?
3-
Draw an image / picture / graph, etc. that shows what development looks like to you
MONDAY - 6 FEB 2017
2nd HOUR
WU-
Who and/or what do you think influences our development?
(Give some examples that will help to defend your response)
In Class-
E of L DUE:
Chapter 2 Test that you created
Assess yourselves!
(in notebook)
How old were you when you:
1. first started talking?
2. rolled over?
3. sat up?
4. started crawling?
5. started walking?
6. could write your name?
7. were able to start reading?
Evidence of Learning-
Physical Development Graphic Organizer
FRIDAY - 3 FEB 2017
2nd HOUR
WU-
USE pages 34-40 to answer the following:
1. Explain the difference(s) between positive correlation and negative correlation.
IN CLASS-
E of L Due:
Unethical Study (hard copy and responses)
Review
Ethics in research
examples:
Stanley Milgram
Asch's Lines of Conformity
cnnstudentnews.com
Evidence of Learning-
TYPED 12pt. font
Make Your Own Chapter 2 Test!!!
10 T/F
10 M/C (w/ 3 possible choices for answers)
1 Short Answer
(Blank copy of TEST and a SEPARATE key)
THURSDAY - 2 FEB 2017
2nd HOUR
WU-
Page 47 (Section Review #2 and #3)
IN CLASS-
E of L Due:
"How Social Scientists Find Information" handout
Crash Course - Science of Psychology
http://www.youtube.com/watch?v=hFV71QPvX2I
Ethical Issues - text and ppt
Stanley Milgram
Asch's Lines of Conformity
cnnstudentnews.com
Evidence of Learning-
FIND AND PRINT a copy of an unethical study.
(search: examples of unethical studies)
1. Brief summary (3 or more sentences) of the study and describe its "findings" or conclusions.
2. What made it unethical? Which APA guidelines did it violate?
3. Describe your reaction to this study.
4. How might it have been conducted differently...to possibly become an ethical experiment/study?
TUESDAY - 31 JAN 2017
2nd HOUR
WU-
https://www.quia.com/pop/184568.html?AP_rand=938390545
IN CLASS-
E of L Due:
Parts B,C,D from "From How Social Scientists
sample, blind study, double blind study...
correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm
Methods of Observation ppt
Evidence of Learning-
COMPLETE:
"How Social Scientists Find Information" PART A
MONDAY - 30 JAN 2017
2nd HOUR
WU-
Page 49 (1,2,3,4)
IN CLASS-
E of L Due:
Chapter 2 (Sections 1 and 2) Vocabulary Quiz
Science/Research Methods You Should Know
Examples of correlation, independent and dependent variables
iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html
practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm
correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm
Sponge Bob - Experiment/Results
"Watching SpongeBob Squarepants Makes Preschoolers Slower Thinkers, Study Finds"
ANSWER:
1. What is purpose of study?
2. What is the sample? population?
3. Is it valid? reliable? Why?
4. Do you agree with conclusions? How might you conduct such an experiment?
_
Methods of Observation ppt
http://www.youtube.com/watch?v=hFV71QPvX2I
Ethical Issues and ppt
Evidence of Learning-
COMPLETE:
"How Social Scientists Find Information" parts B,C,D
FRIDAY - 27 JAN 2017
2nd HOUR
WU-
READ page 45 "Hawthorne Plant Study"
ANSWER the following:
1. Describe the experiment
2. Give 2 reasons why it was a flawed experiment
In Class-
E of L DUE:
"In Search of Ourselves" paragraph (hard copy or uploaded to Google Classroom)
The scientific method
Conducting valid scientific research
Evidence of Learning-
(2 PARTS)
PART 1
ANSWER:
2-1 Section Review questions 1,2
PART 2
DEFINE:
2-2 and 2-3 vocabulary from textbook-
population, samples, selecting samples, generalizing results, volunteer bias,
correlation, positive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
THURSDAY - 26 JAN 2017
2nd HOUR
WU-
No Warmup...as a class we created:
who, what , when, where, why, how questions from the video thus far
In Class-
No E of L Due
FINISH:
"In Search of Ourselves"
https://www.youtube.com/watch?v=KsqJOy9rpPA
w/ video companion handout:
Evidence of Learning-
In a TYPED paragraph form (7 sentences or more), answer the following question:
"Provide 2 examples of research areas or ideas studied within the field of psychology discussed in this documentary.
How did they change over time? What contributions to the field of psychology did they make? Explain each."
paragraph / typed - 12pt. font
TURN IN A HARD COPY or SUBMIT IT THROUGH GOOGLE CLASSROOM (your class code is below):
GOOGLE CLASSROOM
https://classroom.google.com/u/0/c/MjA4Mjc5NjI5
3rd Hour Psychology I classroom code:
vgiv8l
TUESDAY - 24 JAN 2017
2nd HOUR
WU-
No Warmup...as a class we created:
who, what , when, where, why, how questions from the video thus far
In Class-
No E of L Due
CONTINUE:
"In Search of Ourselves"
https://www.youtube.com/watch?v=KsqJOy9rpPA
w/ video companion handout:
Evidence of Learning-
MONDAY - 23 JAN 2017
2nd HOUR
WU-
U.S. Army - 1917
Intelligence Test
In Class-
No E of L Due
"In Search of Ourselves"
https://www.youtube.com/watch?v=KsqJOy9rpPA
w/ video companion handout:
Evidence of Learning-
FRIDAY - 20 JAN 2017
2nd HOUR
WU-
Evolutionary Psychoanalytical Cognitive Biological Humanistic Learning Socio-Cultural
Looks at the capacity for self-fulfillment/the importance of self-awareness, making choices
Studies changes over time in behavior and mental processes/struggle for survival
Effects of experience on learning/”OUCH! – a hot stove!”
The unconsciousness/impulses (aggression/reactions)
Role of thoughts in determining behavior (human nature /perceiving info./process)
In Class-
E of L DUE:
The Psychological 6
(on own and then ppt)
Quick Review:
quizlet live style
Chapter 1 Test
Intro. to Psychology - Crash Course
https://www.youtube.com/watch?v=vo4pMVb0R6M
Evidence of Learning-
THURSDAY - 19 JAN 2017
2nd HOUR
WU-
Design 4 psychology-related questions (from our notes thus far) to ask us.
In Class-
E of L DUE:
FINISH:
Psychology history notes
Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis
The Psychological 6
(on own and then ppt)
Group Poster
(Ch. 1 / Section 4)
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Intro. to Psychology - Crash Course
https://www.youtube.com/watch?v=vo4pMVb0R6M
Evidence of Learning-
STUDY
Chapter 1 Test - FRIDAY 20 JAN 2017
TUESDAY - 17 JAN 2017
2nd HOUR
WU-
PAGE 23 "Building Social Studies Skills"
ANSWER 1.2.3.4
In Class-
E of L DUE: PARTS 1,2,3 (COLLECT)
PAST E of L DUE: Your group's notes on the history of psychology
FINISH:
Psychology history notes
Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis
the Psychological 6
(on own and then ppt)
Evidence of Learning-
Chapter 1 Test - FRIDAY 20 JAN 2017
FRIDAY - 13 JAN 2017
2nd HOUR
WU-
READ pages 4-5
ANSWER:
1. NAME and DESCRIBE the 5 GOALS of Psychology.
In Class-
E of L DUE:
Your group's notes on the history of psychology
WITH YOUR SUMMER PARTNER:
PART 1 -
READ and TAKE NOTES on Sigmund Freud and the School of Psychoanalysis (p.17)
PART 2 -
(p.22) "Understanding Main Ideas" #3 and #4
PART 3 -
(p.23) "Thinking Critically" #2
Evidence of Learning-
PART 1 -
READ and TAKE NOTES on Sigmund Freud and the School of Psychoanalysis (p.17)
PART 2 -
(p.22) "Understanding Main Ideas" #3 and #4
PART 3 -
(p.23) "Thinking Critically" #2
THURSDAY - 12 JAN 2017
2nd HOUR
WU-
(Use pages 8-11 to assist you.)
ANSWER
PAGE 11
1 and 2
In Class-
E of L DUE:
Chart of Psychological Professions
Types of Psychological Professions - mini quiz
Psychology as a science
Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Intro. to Psychology - Crash Course
https://www.youtube.com/watch?v=vo4pMVb0R6M
Evidence of Learning-
WE TOOK THIS IN CLASS:
Types of Psychological Professions - mini quiz
Finish historical overview of psychology if not completed during class
TUESDAY - 10 JAN 2017
2nd HOUR
WU-
READ page 7, "Thinking Critically About Astrology"
ANSWER the following questions:
1. Why is astrology NOT an empirical (research) science?
2. Why do people continue to seek astrologists for answers to things?
3. DEFINE vocabulary- behavior, cognitive activities, theory, principle
In Class-
E of L Check / Discussion
BOOKS / Seasonal Partners
Psychology as a science
*Create a chart of the Types of Psychological Professions and a description of each.
USE PAGES 8-11 to help you.
There will be a QUIZ on this information next class.
*Historical overview of psychology
and
the Psychological 6
(on own and then ppt)
_
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning-
Create a chart of the Types of Psychological Professions and a description of each.
USE PAGES 8-11 to help you.
There will be a QUIZ on this information next class.
MONDAY - 9 JAN 2017
2nd HOUR
WU-
What is Psychology? What are some uses or applications for it?
In Class-
Syllabus/expectations/procedures/book sign out sheets
Discussed examples of risky behavior/definitions
-you?
-someone you know?
-why?
http://bleacherreport.com/articles/2551380-cliff-jumper-sets-world-record-with-193-foot-jump-off-switzerland-waterfall?iid=ob_homepage_deskrecommended_pool
changing tower light bulb
https://www.youtube.com/watch?v=hFMHjDqHL_Y
What do psychologists do?
Evidence of Learning-
Find a job related to psychology:
1. What is it?
2. What does it do? What kind of job is it?
MONDAY - 27 MARCH 2017
2nd HOUR
WU-
Study Time!
In Class-
Chapter 5 Test
cnnstudentnews.com
Evidence of Learning-
READ Chapter 7 - Section 1
ANSWER:
1. What are the 3 KINDS of memory? Define each.
2. Give ONE personal example for each kind.
TUESDAY - 28 MARCH 2017
2nd HOUR
WU-
Starting Chapter 7...
Use page 154 to answer the following questions:
1. Define memory-
2. What is a memory you have that is very vivid? Why do you think you remember it so well?
3. When recalling an event with friends or family, why do you think everyone's memories might be a little different about it?
In Class-
E of L DUE:
READ Chapter 7 - Section 1
ANSWER:
1. What are the 3 KINDS of memory? Define each.
2. Give ONE personal example for each kind.
Evidence of Learning-
(2 PARTS)
A-
Pages 154-155
1. What is Episodic Memory? Define/Provide examples.
2. What is Semantic Memory? Define/Provide examples.
3. What is Implicit Memory? Define/Provide examples.
B-
quizlet.com
CREATE a CHAPTER 7 Vocabulary List
PRINT IT OFF
FRIDAY - 11 DEC 2015
3rd HOUR / 4TH HOUR
WU-
READ "Are Smartphones Making Us Stupid?"
RESPOND to:
-Which side do you agree more with? Why? Support your answer.
In Class-
E of L CHECK -
Chapter 18 Presentations DUE
"Let the presentations begin!"
A or F / B or G / C or H / D or I / E or J
my strange addiction
cnnstudentnews.com
Evidence of Learning-
Here is the Final Exam Study Guide:
WED - 9 DEC 2015 / THURS - 10 DEC 2015
3rd HOUR / 4TH HOUR
WU-
Page 419
Views of anxiety disorders...
1. psychoanalytic theorists vs. learning theorists vs. cognitive theorists
2. Biological views?
In Class-
E of L CHECK -
Time.com DSM article and responses
http://phobialist.com/
18-2 (model anxiety disorders) through 18-6 (Kinds of Disorders)
-in your assigned group:
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?
my strange addiction
cnnstudentnews.com
Evidence of Learning-
Complete the research of your disorder from Chapter 18*
*email me your presentation
TUESDAY - 8 DEC 2015
3rd HOUR / 4TH HOUR
WU-
LISTEN or READ this story:
http://www.npr.org/2013/10/20/238095806/when-playing-video-games-means-sitting-on-lifes-sidelines
ANSWER:
1. What is the name of the [[#|addiction treatment]] center?
2. Describe some the effects of gaming that led to these individuals seeking help.
3. What were some problems the treatment center had with the different treatment/help levels?
4. Is this a newer addiction problem? How have things changes over time?
In Class-
E of L CHECK -
18-2 Anxiety Disorders / Name and Explain the Five
REVIEW - Chapter 18 - Psychological Disorders
-How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior?
-go over pgs. 410-411 notes
ID and [[#|Symptoms]] of Psychological Disorders (pgs. 410-411)
Anxiety Disorders...go time!
-explaining them (p.417)
REVIEW:
Classifying Psychological Disorders (411-413)
*look over categories on page 414
Evidence of Learning-
READ and RESPOND:
MONDAY - 7 DEC 2015
3rd HOUR / 4TH HOUR
WU-
READ - PAGE 418 "Terrorism and Anxiety"
ANSWER "Think About It" question
In Class-
E of L CHECK -
REVIEW - Chapter 18 - Psychological Disorders
-How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior?
-go over pgs. 410-411 notes
READ / DISCUSS
"Not Guilty by Reason of Insanity" p.412
*go over M'Naughten Rule and go over insanity as a legal concept
Classifying Psychological Disorders (411-413)
*look over categories on page 414
Evidence of Learning-
18-2 Anxiety Disorders
1. Define anxiety disorders-
2. Name AND Explain EACH of the FIVE anxiety disorders.
FRIDAY - 4 DEC 2015
3rd HOUR / 4TH HOUR
WU-
ANSWER the following...
1. What role does intelligence testing have in schools and in the workplace?
2. What do you think are some ways that parents and educators can help student
develop his or her intelligence?
3. Do schools test for IQ scores? Would knowledge of their IQ scores affect a student's performance? Explain.
In Class-
E of L CHECK -
FINISH:
"Battle of the Brains - BBC"
https://www.youtube.com/watch?v=8JmFS75Vx2k
COMPLETE video companion:
Evidence of Learning-
WED - 2 DEC 2015 / THURS - 3 DEC 2015
3rd HOUR / 4TH HOUR
WU-
NO WU
In Class-
E of L CHECK - Collect
Ch.9 / p.222 "Thinking Critically"
1,3,4,5
Chapter 9 Test - Intelligence
[[#|START]]:
"Battle of the Brains - BBC"
https://www.youtube.com/watch?v=8JmFS75Vx2k
COMPLETE video companion:
Evidence of Learning-
TUESDAY - 1 DEC 2015
3rd HOUR / 4TH HOUR
WU-
READ "Intelligence Averages..." handout
ANSWER:
1. What is the proposed link? Explain the link.
2. Would you deem this a valid study? Why?
3. Describe some next steps that could be taken as a result of this study.
In Class-
E of L CHECK - influences on intelligence (9-4)
Influences on Intelligence
-Genetic
-Environmental
Giftedness / Creativity
IQ tests...give a couple a try...
http://www.free-iqtest.net/
http://www.queendom.com/tests/access_page/index.htm?idRegTest=3108
E of L
START:
"Battle of the Brains - BBC"
https://www.youtube.com/watch?v=8JmFS75Vx2k
COMPLETE video companion:
Evidence of Learning-
PAGE 222 "Thinking Critically"
Use reason, detail, thought...
ANSWER 1,3,4,5
MONDAY - 30 NOV 2015
3rd HOUR / 4TH HOUR
WU-
PAGE 223 - "Building Social Studies Skills"
ANSWER 1,2,3,4
In Class-
E of L CHECK -
REVIEW-
-Emotional Intelligence (p. 210)
-Stanford Binet vs. Wechsler Intelligence Tests
Problems with Intelligence Tests (p. 214)
-Differences in Intelligence
-test reliability / test validity
Diane Van Deren
Woman Who Can't Forget
Emotional Intelligence
https://www.youtube.com/watch?v=zVxdUqLJT6s
Take Emotional IQ Test (see E of L)
START
Battle of the Brains!
-BBC / Multiple Intelligences
Evidence of Learning-
Take this Emotional IQ Test:
http://greatergood.berkeley.edu/ei_quiz/
1. What did you score? What does this mean?
2. Do you agree with the results? Why?
9-4 - NOTES
Genetic AND Environmental Influences on Intelligence
FRIDAY - 20 NOV 2015
3rd HOUR / 4TH HOUR
WU-
READ p.217
ANSWER the following:
1. Why did Gardner choose these 7 major figures?
2. What does EC stand for?
3. Give your own example of someone who possesses most of these characteristics.
4. Is the EC a valid description that could be used to help identify intelligence? Explain.
In Class-
E of L CHECK -
9-3 info. - Name and Describe the differences in intelligence
REVIEW:
...rollin' the dice...
Spearman
Thurstone
Gardner
Sternberg
4th Hour -
-Emotional Intelligence (p. 210)
-Stanford Binet vs. Wechsler Intelligence Tests
3rd/4th Hours-
Problems with Intelligence Tests (p. 214)
-test reliability / test validity
Diane Van Deren
Woman Who Can't Forget
cnnstudentnews.com (20 NOV 2015)
Evidence of Learning-
What is it about Thanksgiving...that makes it exciting and fun...but also stressful...? :)
WED - 18 NOV 2015 / THURS - 19 NOV 2015
3rd HOUR / 4TH HOUR
WU-
READ p.209 "Artificial Intelligence"
ANSWER the 3 "Think About It" questions
In Class-
E of L CHECK -
Achievement vs. Intelligence
Here's what a couple people say about intelligence...
Spearman
Thurstone
Gardner
Sternberg
Emotional Intelligence (p. 210)
USE 9-2 to assist you with responses to the following:
1. What are two examples of tests that measure for intelligence? Give background and examples of each.
2. Explain the difference between test reliability and test validity.
Problems with intelligence tests...(p. 214)
Evidence of Learning-
(2 PARTS)
PART 1
A sample of Howard Gardner's Multiple Intelligence Test...
Where are you?
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
-print off results
1. What are you strengths? Weaknesses?
2. Do you agree with the results? Explain.
PART 2
Use 9-3 to assist you...
-Name and describe the differences in intelligence.
TUESDAY - 17 NOV 2015
3rd HOUR / 4TH HOUR
WU-
1. What are some discrepancies within the movie?
(Problems with the plots OR solutions to Lucy's problem?)
...that doesn't seem right...not sure that is correct...really, how/why did they do that?
2. What are some questions from the movie that you have?
In Class-
E of L CHECK -
FINISH:
"50 First Dates"
with video companion:
COMPLETE:
Text to Text / Text to Self / Text to World - other side of video companion
*We have been studying/discussing/researching memory problems,
connect the movie to memory topics:
-Discussed in class and textbook (text to text)
-Connected to your own lives (text to self)
-Heard/Seen/Read about in the World (text to world)
Evidence of Learning-
(2 PARTS)
PART 1
COMPLETE:
Text to Text / Text to Self / Text to World - other side of video companion
*We have been studying/discussing/researching memory problems,
connect the movie to memory topics:
-Discussed in class and textbook (text to text)
-Connected to your own lives (text to self)
-Heard/Seen/Read about in the World (text to world)
PART 2
(Use your brain only for 1-4.)
ANSWER the following by using only your brain:
1. What is your definition of "intelligence"?
2. What does intelligence look like?
3. Could there be different kinds of intelligences? Explain.
4. How might you test for intelligence? What way or type would work the best?
(Use your textbook to define these two terms.)
Achievement vs. Intelligence
MONDAY - 16 NOV 2015
3rd HOUR / 4TH HOUR
WU-
1. What type of memory loss condition does Lucy suffer from?
2. Do you know of anyone that has memory loss? What kind is it? How did it happen?
In Class-
E of L CHECK -
FINISH:
"50 First Dates"
with video companion:
Evidence of Learning-
WED - 11 NOV 2015 / THURS - 12 NOV 2015
3rd HOUR / 4TH HOUR
VETERANS DAY!!!
WU-
Quick couple of minutes to study...
In Class-
E of L CHECK -
Chapter 7 Test
START:
"50 First Dates"
with video companion
Evidence of Learning-
TUESDAY - 10 NOV 2015
3rd HOUR / 4TH HOUR
WU-
Brain Break - Wander Activity
In Class-
E of L CHECK -
Chapter 7 Review - p.174
"Thinking Critically" 4 OR 5
See what you know...just a little more reviewing...
7-4 Types of Forgetting
Retrograde/Anterograde Amnesia
http://www.youtube.com/watch?v=wRl0M2jQqWo
Short Term [[#|Memory Loss]]
http://www.youtube.com/watch?v=tESffhWs8l0
The Man with the 30 Second Memory
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related
Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M
Amnesia
Memory Games!
http://faculty.washington.edu/chudler/chmemory.html
"This is...Jeopardy!"
-review time
Evidence of Learning-
Don't forget! ;)
Chapter 7 Test - Memory - WEDNESDAY 11 NOV 2015 OR THURSDAY 12 NOV 2015
MONDAY - 9 NOV 2015
3rd HOUR / 4TH HOUR
WU-
Side AAAAAA handout
In Class-
E of L DUE...
7-4 (E of L questions 1 and 2)
Finish
60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
"60 minutes- eyewitness testimony-Picking Cotton" Part 2
5. How can eyewitness testimony and procedures be done differently?
6. Describe your reaction to this story.
7. Is this an issue that should be looked more closely at here in CO and in the nation? Why?
decay, repression, amnesia
The 3 types of amnesia
Retrograde/Anterograde Amnesia
http://www.youtube.com/watch?v=wRl0M2jQqWo
Short Term [[#|Memory Loss]]
http://www.youtube.com/watch?v=tESffhWs8l0
The Man with the 30 Second Memory
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related
Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M
Evidence of Learning-
Chapter 7 Review - p.174
"Thinking Critically" 4 OR 5
FRIDAY - 6 NOV 2015
3rd HOUR / 4TH HOUR
WU-
Page 175
End of Chapter 7 Review
1,2,3,4
In Class-
E of L DUE...
7-2 and 7-3 Quiz
Finish
60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
"60 minutes- eyewitness testimony-Picking Cotton" Part 2
5. How can eyewitness testimony and procedures be done differently?
6. Describe your reaction to this story.
7. Is this an issue that should be looked more closely at here in CO and in the nation? Why?
Evidence of Learning-
Use 7-4 (pages 169-170)
to assist you:
1. Define: decay, repression, amnesia-
2. Name AND Define the 3 types of amnesia
WED - 4 NOV 2015 / THURS - 5 NOV 2015
3rd HOUR / 4TH HOUR
WU-
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.
In Class-
E of L DUE -
FINISH notes on YOUR Process of Memory
(Encoding / Storage / Retrieval)
Chapter 7-2 (pages 155-160)
3 Processes of Memory (encoding, storage, retrieval)
-Locate your missing letters (but only ONE from the other 2)
A / B / C
or
D / E / F
-Complete this format / attachment template:
7-3 Stages of Memory notes and ppt (from the book using the template format)
60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory
and
STUDY for a memory quiz on material from Ch.7 (sections 1 and 2)
TUESDAY - 3 NOV 2015
3rd HOUR / 4TH HOUR
WU-
Starting Chapter 7...
ANSWER each of the Truth or Fiction questions
on page 154...(6 total)
In Class-
E of L DUE:
Pages 154-155
1. What is Semantic Memory? Define/Provide examples.
2. What is Implicit Memory? Define/Provide examples.
THREE Kinds of Memory
Episodic
Semantic
Implicit
THREE Processes of Memory (pages 155-160)
(Alphas, Bravos, Charlies)
-Encoding
-Storage
-Retrieval
cnnstudentnews.com (3 NOV 2015)
Evidence of Learning-
(Chapter 7: Section 2)
FINISH reading/notes on YOUR group's Process of Memory*
(Encoding or Storage or Retrieval)
-What is the process? Identify vocabulary terms. Provide examples or research from the text.
*If you missed class, pick ONE and complete for next class.
MONDAY - 2 NOV 2015
3rd HOUR / 4TH HOUR
WU-
Starting Chapter 7...
Use page 154 to answer the following questions:
1. Define memory-
2. What is a memory you have that is very vivid? Why do you think you remember it so well?
3. When recalling an event with friends or family, why do you think everyone's memories might be a little different about it?
In Class-
E of L DUE:
Listen to a little more-
77 years ago...it was...
War of the Worlds!
link:
http://www.radiolab.org/story/91622-war-of-the-worlds/
audio companion:
THREE Kinds of Memory
Episodic
Semantic
Implicit
Evidence of Learning-
Pages 154-155
1. What is Semantic Memory? Define/Provide examples.
2. What is Implicit Memory? Define/Provide examples.
FRIDAY - 30 OCT 2015
3rd HOUR / 4TH HOUR
WU-
One last look over the material...
In Class-
E of L DUE:
Chapter 5 Test
77 years ago...it was...
War of the Worlds!
link:
http://www.radiolab.org/story/91622-war-of-the-worlds/
audio companion:
Evidence of Learning-
NO E of L
TUESDAY - 27 OCT 2015
3rd HOUR / 4TH HOUR
WU-
Page 123
"Building Social Studies Skills"
ANSWER 1,2,3,4
In Class-
E of L DUE:
Page 122
"Understanding Main Ideas" 3,4
"Thinking Critically" 2,3
Altered States of Consciousness
Biofeedback
Meditation
Hypnosis
Drugs / Effects / Altered States of Consciousness
Wrap up Ch. 5 / Review
(4th Hour - Thursday)
Dreams
WATCH:
Interpretations of Dreams (Freud)
https://www.youtube.com/watch?v=lig53eW2ptg
RESPOND TO:
Dreams - Research
https://www.youtube.com/watch?v=vHVHugGQq-8
Evidence of Learning-
STUDY - Chapter 5 TEST - FRIDAY 30 OCT 2015
MONDAY - 26 OCT 2015
3rd HOUR / 4TH HOUR
WU-
Page 114
READ "Case Studies"
ANSWER:
1. What are some examples of voluntary and involuntary forms of behavior?
2. What is biofeedback?
3. Describe the study discussed in the reading...
4. How can biofeedback help humans?
In Class-
E of L DUE:
Narcolepsy article responses
FINISH
Dying to Sleep
documentary:
https://www.youtube.com/watch?v=2D79XBv9YkA
video companion:
Altered States of Consciousness
Biofeedback
Meditation
Hypnosis
Dreams
WATCH:
Interpretations of Dreams (Freud)
https://www.youtube.com/watch?v=lig53eW2ptg
RESPOND TO:
Evidence of Learning-
Page 122
"Understanding Main Ideas" 3,4
"Thinking Critically" 2,3
WED - OCT 21 2015 / THURS - 22 OCT 2015
BACK TO THE FUTURE 2 DAY!
http://www.cnn.com/2015/10/20/entertainment/back-to-the-future-day-feat/
3rd HOUR / 4TH HOUR
WU-
READ 119 "Exploring Diversity"
ANSWER:
1. Give 3 examples of other cultures and altered states of consciousness.
2. Why do some cultures view this as something to be avoided and others something to be sought out?
In Class-
E of L DUE:
1. Why do we sleep? (Explain using reason, detail, fact.)
Altered States of Consciousness
-Sleep
-Stages and Cycles of sleep (with partner)
Pages 110-112
Sleep Problems
-Name and define each one
-What is a treatment for each one?
Dreams
WATCH:
Interpretations of Dreams (Freud)
https://www.youtube.com/watch?v=lig53eW2ptg
RESPOND TO:
Dying to Sleep
documentary:
https://www.youtube.com/watch?v=2D79XBv9YkA
video companion:
Evidence of Learning-
READ "Enslaved by the sandman-the shackles of narcolepsy"
ANSWER the questions that follow the article.
TUESDAY - 20 OCT 2015
3rd HOUR / 4TH HOUR
WU-
PAGE 104 - "Truth or Fiction" at the very top
READ all 5
ANSWER whether you think its T or F (and support your answer)
In Class-
E of L DUE:
Mind's Big Bang - Reflection Questions 1,2,3
Consciousness as a Construct / Meanings of Consciousness (p.104)
REVIEW
Connecting to last week...
1. What is "consciousness"?
2. What do you know about it? Explain...tell me about it...
3. Can you define it? (In your own words.)
*Types of Awareness
and
*Freud's Levels of Consciousness
Levels of Consciousness (pages 105-106)
Altered States of Consciousness
-Sleep
-Stages and Cycles of sleep (with partner)
Use textbook pages 107-109 to assist you (as well as other online sources):
-NAME / SKETCH / EXPLAIN each of the stage of sleep.
Evidence of Learning-
Use pages 108-109 to ANSWER:
1. Why do we sleep? (Explain with reason, detail, fact.)
MONDAY - 19 OCT 2015
3rd HOUR / 4TH HOUR
WU-
We are going big here...
-What do you think are the 3 greatest inventions/accomplishments in human history? Why?
In Class-
E of L DUE:
Consciousness / Levels of Consciousness ?s
FINISH:
"The Mind's Big Bang" (NOVA)
-Development of the Modern Mind
https://www.youtube.com/watch?v=n6JOwJpGbVs
(We watched the first 30 minutes)
https://www.youtube.com/watch?v=isOdID05YVg
-Here's the video companion:
(During and After)
*On the back of video sheet - Using 2 columns:
"According to the video, what are the physical changes AND social changes that occurred in humans?"
Evidence of Learning-
Connecting to last week...
1. What is "consciousness"?
2. What do you know about it? Explain...tell me about it...
3. Can you define it? (In your own words.)
Minds Big Bang - Reflection Questions:
1. What do anthropologists think the purpose of cave painting (spit painting) was?
2. Anthropologists think that the development of language gave humans a huge evolutionary advantage. What did (and still does) language do for humans?
3. Susan Blackmore studies “memes” and believes that they are driving human evolution more than genetic evolution. What are they? Give an example at least two significant ones and explain how they affect evolution.
WEDNESDAY - 14 OCT 2015
3rd HOUR / 4TH HOUR
WU-
Study Time...
In Class-
E of L DUE:
Latent Learning / Observational Learning (pgs.145-147)
https://www.youtube.com/watch?v=dmBqwWlJg8U
http://ksut.org/post/study-says-parents-media-exposure-trickles-down-children
Chapter 6: Learning - Test
Post Test Activity:
Consciousness / Levels of Consciousness (pages 105-106)
1. Define Consciousness-
2. What are they?
3. What's going on at each of these levels? / Examples for each
"The Mind's Big Bang"
-Development of the Modern Mind
https://www.youtube.com/watch?v=isOdID05YVg
https://www.youtube.com/watch?v=n6JOwJpGbVs
(We watched the first 30 minutes)
-Here's the video companion:
Evidence of Learning-
(2 PARTS)
Post Test Activity:
Consciousness / Levels of Consciousness (pages 105-106)
1. Define Consciousness-
2. What are they?
3. What's going on at each of these levels? / Examples for each
"The Mind's Big Bang"
-Development of the Modern Mind
https://www.youtube.com/watch?v=n6JOwJpGbVs
(We watched the first 30 minutes)
-Here's the video companion:
TUESDAY - 13 OCT 2015
3rd HOUR / 4TH HOUR
WU-
Page 151 "Building Social Studies Skills"
1,2,3,4
In Class-
E of L DUE:
Questions 4,5,6
One more time on Operant Conditioning...
Continuous vs. Partial Reinforcement
Interval Schedules (Fixed vs. Variable) -picture p.141
Ratio Schedules (Fixed vs. Variable) -read p.141
examples/applications of Operant Conditioning?
Latent Learning / Observational Learning (pgs.145-147)
https://www.youtube.com/watch?v=dmBqwWlJg8U
http://ksut.org/post/study-says-parents-media-exposure-trickles-down-children
Skinner/Operant Conditioning
book/audio clip:
https://www.youtube.com/watch?v=I_ctJqjlrHA
YOUR TURN!
In each example write down how operant conditioning is being used
AND/OR
Identify the connections to the principles of operant conditioning.
1. Shaping
http://www.youtube.com/watch?v=g6F0bRTurPk
2. Programmed Learning
http://www.youtube.com/watch?v=jTH3ob1IRFo
3. Classroom Discipline
http://www.youtube.com/watch?v=5-aXcp5j4bI
4. Operant Conditioning - Big Bang
http://www.youtube.com/watch?v=Mt4N9GSBoMI
(Page 150)
End of Chapter 6 Practice Vocabulary
"Identifying People and Places" 1-10
Evidence of Learning-
STUDY!!!
Chapter 6 Test - next BLOCK DAY -
WED 14 OCT or THURS 15 OCT
MONDAY - 12 OCT 2015
3rd HOUR / 4TH HOUR
WU-
Is delaying aging a good or bad thing? Why?
http://www.npr.org/blogs/health/2013/10/08/230175345/delaying-aging-may-have-a-bigger-payoff-than-fighting-diseases
1. Positives AND Negative of doing this?
2. What do you think about it? Why?
In Class-
E of L DUE:
Operant Conditioning Graphic Organizer
(6-2 / pages 136-142)
Pavlov’s dog
https://www.youtube.com/watch?v=hhqumfpxuzI
home version
http://www.youtube.com/watch#!v=wEDJF5u3inY&feature=related
the office –classical conditioning
http://www.youtube.com/watch?v=WfZfMIHwSkU&feature=related
b.f. skinner operant conditioning -pigeons
http://www.youtube.com/watch?v=I_ctJqjlrHA
skinner backround
https://www.youtube.com/watch?v=Sf6oEPvHz58
Evidence of Learning-
-PUT THE FOLLOWING IN YOUR NOTEBOOK (I will check for it next class)
USE YOUR BOOK to define and compare/contrast each of the following:
1. What is reinforcement? What are TWO types? Define each.
2. Rewards vs. Punishments
3. Continuous vs. Partial Reinforcement
4. Interval Schedules (Fixed vs. Variable) -picture p.141
5. Ratio Schedules (Fixed vs. Variable) -read p.141
6. What are some examples of Operant Conditioning?
FRIDAY - 9 OCT 2015
3rd HOUR / 4TH HOUR
WU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?
In Class-
E of L DUE:
Pages 135-136 Questions
Questions?
Conditioning Practice - Your turn!
- Pavlov’s dog
http://www.youtube.com/watch?v=CpoLxEN54ho- Pavlov’s dog II
http://www.youtube.com/watch#!v=hhqumfpxuzI&feature=related- home version
http://www.youtube.com/watch#!v=wEDJF5u3inY&feature=relatedthe office –classical conditioning
http://www.youtube.com/watch?v=WfZfMIHwSkU&feature=related
- b.f. skinner operant conditioning -pigeons
http://www.youtube.com/watch?v=I_ctJqjlrHAskinner backround
Evidence of Learning-
Operant Conditioning graphic organizer
Chap. 6-2 (pages 136-142) to assist you:
WED - 7 OCT 2015 / THURS - 8 OCT 2015
3rd HOUR / 4TH HOUR
WU-
READ page 143
"Technology and Learning"
ANSWER:
"Think About It" 1,2
In Class-
DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples):
Taste Aversion-
Extinction-
Spontaneous Recovery-
Generalization-
Discrimination-
*Applications of Classical Conditioning...
Flooding and Systemic Desensitization-
Counter-conditioning-
The Bell and Pad Method / Bed Wetting-
6-1 Mini Quiz
Background and UPDATE - Little Albert
obituary
http://ucpsych.wordpress.com/2009/04/01/little-albert-1920-2009/
facts of experiment
http://www.thepsychfiles.com/2008/02/episode-47-the-little-albert-study-what-you-know-ismostly-wrong/
fate
http://www.apa.org/monitor/2010/01/little-albert.aspx
http://www.mindhacks.com/blog/2009/10/little_albert_lost_.html
http://mindhacks.com/2009/10/22/little-albert-lost-and-found/
Conditioning Practice - Your turn!
Evidence of Learning-
Pages 135-136
READ
"Operant Conditioning" & "B.F. Skinner's Ideas for the Birds"
1. Definition of operant conditioning-
2. How is it different from classical conditioning?
3. What was Skinner's big idea?
4. Give some reasons why it didn't work out...
TUESDAY - 6 OCT 2015
3rd HOUR / 4TH HOUR
WU-
READ page 134 "The Story of Little Albert"
ANSWER:
1. What were Watson and Rayner trying to study?
2. Describe the experiment.
3. What do you think is up with Little Albert today?
4. What is your view on the ethics of this experiment?
In Class-
Habits/Preferences
(Think/Ink)
Conditioning Practice - Your turn!
DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples):
Taste Aversion-
Extinction-
Spontaneous Recovery-
Generalization-
Discrimination-
Evidence of Learning-
DO THIS:
-Definitions above (if not completed)
AND
-READ pages 133 and 135
ANSWER: What are the applications of classical conditioning?
STUDY THIS:
6-1 MATERIAL (for mini quiz on YOUR BLOCK DAY)
MONDAY - 5 OCT 2015
3rd HOUR / 4TH HOUR
WU-
READ:
Upfront Magazine "Unsafe Behind the Wheel?"
(pages 6-7)
ANSWER:
1. What are some statistics on teen driving and texting (found within the text)?
2. Give 2 examples of what states are doing to try and make teens safer drivers.
3. What do you think? Give examples of other ways that might be good ideas to help with this.
In Class-
E of L DUE:
*Chapters 10/11 Owner's Manual DUE AT THE START OF CLASS
The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Publication Bias
http://www.nytimes.com/2015/10/01/health/study-finds-psychotherapys-effectiveness-for-depression-overstated.html?_r=0
Evidence of Learning-
USE page 128-130 to help you...
1. Who is Ivan Pavlov?
2. What did he do that makes him a pioneer in classical conditioning?
3, DEFINE: US, UR, CS, CR, NS (Neutral Stimuli)
FRIDAY - 2 OCT 2015
3rd HOUR / 4TH HOUR
WU-
NO WU
In Class-
E of L DUE:
AREAS OF FOCUS (for your manual):
Physical / Motor Development
Gesell / Piaget vs. Flavell
Perceptual Development
(visual cliff)
Piaget's Stages of Cognitive Development
(video clip examples)
Kohlberg's Moral Development
-The Heinz Dilemma (p.246)
Social Development / Peer Influences / Self-Esteem
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)
Identity Formation
Erikson / Marcia (p.260)
The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Evidence of Learning-
DUE - START OF MONDAY'S CLASS
Early Childhood Owner's Manual: Birth to Teenager (Chapters 10 and 11)
WED - 30 SEPT 2015 / THURS - 1 OCT 2015
3rd HOUR / 4TH HOUR
WU-
NO WU
In Class-
E of L DUE:
AREAS OF FOCUS (for your manual):
Physical / Motor Development
Gesell / Piaget vs. Flavell
Perceptual Development
(visual cliff)
Piaget's Stages of Cognitive Development
(video clip examples)
Kohlberg's Moral Development
-The Heinz Dilemma (p.246)
Social Development / Peer Influences / Self-Esteem
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)
Identity Formation
Erikson / Marcia (p.260)
The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Evidence of Learning-
DUE - END OF CLASS - FRIDAY 2 OCT 2015
Early Childhood Owner's Manual: Birth to Teenager (Chapters 10 and 11)
TUESDAY - 29 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
NO WU
In Class-
E of L DUE:
AREAS OF FOCUS (for your manual):
Physical / Motor Development
Gesell / Piaget vs. Flavell
Perceptual Development
(visual cliff)
Piaget's Stages of Cognitive Development
(video clip examples)
Kohlberg's Moral Development
-The Heinz Dilemma (p.246)
Social Development / Peer Influences / Self-Esteem
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)
Identity Formation
Erikson / Marcia (p.260)
The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Evidence of Learning-
DUE - END OF CLASS - FRIDAY 2 OCT 2015
Early Childhood Owner's Manual: Birth to Teenager (Chapters 10 and 11)
MONDAY - 28 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
READ: Page 225 "Exploring Diversity: Rites of Passage"
ANSWER: "Reading Check Question"
In Class-
E of L DUE:
11-1 Review questions 1 and 3
DEFINE (finish - video examples)
attachment-
contact comfort-
imprinting-
*difference between:
assimilation-
and
accommodation-
REVIEW:
Physical / Motor Development
Gesell / Piaget vs. Flavell
Perceptual Development
(visual cliff)
Piaget's Stages of Cognitive Development
(video clip examples)
Kohlberg's Moral Development
-The Heinz Dilemma (p.246)
Social Development / Peer Influences / Self-Esteem
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships (11-2)
Identity Formation
Erikson / Marcia (p.260)
The Marshmallow Test
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Evidence of Learning-
FRIDAY - 25 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
Chapter 10 Review (1,2,3,4)
In Class-
E of L DUE:
Chapter 10 Test AND Self-Esteem reading/responses
DEFINE (video examples)
attachment-
contact comfort-
imprinting-
*difference between:
assimilation-
and
accommodation-
REVIEW:
Physical / Motor Development
Gesell / Piaget vs. Flavell
*Similarities?
*Differences?
Apgar score
http://kidshealth.org/parent/pregnancy_center/q_a/apgar.html
perceptual development
(visual cliff)
Piaget's Stages of Cognitive Development
(video clip examples)
Evidence of Learning-
READ :Chapter 11-1: Adolescent Development
ANSWER: 11-1 Review questions 1 and 3
WED - 23 SEPT 2015 / THURS - 24 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
(10-3 and 10-4 material)
1. DEFINE:
attachment-
contact comfort-
imprinting-
2. What is the difference between:
assimilation-
and
accommodation-
In Class-
E of L DUE:
Piaget activity [[#|completion]]
Evidence of Learning-
(2 PARTS)
1-
Chapter 10 Test (only using you, your book and your notes)
2-
READ and ANSWER questions that follow the self-esteem handout:
TUESDAY - 22 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
READ p.245 "The Story of the Cups"
ANSWER:
1. What does this tell us about the reasoning of younger and older kids? Explain.
Recall a time in your childhood when you accidentally broke something...
2. What were the circumstances?
(Example - Were you throwing/doing something despite a warning not to do it?)
3. How did your parents react to the breakage?
4. How important to your parents was the intention behind the misdeed?
In Class-
E of L DUE:
10-2 Notes and Self-Esteem questions
Piaget's Stages of Cognitive Development:
(in notebook - define each)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
Evidence of Learning-
Use pages 241-244 to assist you:
Match the statements to one of Piaget's Stage of Development
MONDAY - 21 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
READ page 232 "Reflexes"ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?
In Class-
E of L DUE:Development organizer and 10-1 questions
Evidence of Learning-
(2 PARTS)1-
10-2 Notes (similarities/differences between the following individuals)
Gesell vs. Piaget vs. Flavell
*Similarities?
*Differences?
2-
READ pages 240-241 "Self-Esteem"
ANSWER:
1. What is it?
2. Describe some influences on it.
3. What are the different kinds or types?
4. Gender or age connections?
DUE next class
FRIDAY - 18 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
Who and/or what do you think influences our development?
(Give some examples that will help to defend your response)
In Class-
E of L DUE:
Chapter 2 Test that you created
Assess yourselves!
(in notebook)
How old were you when you:
1. first started talking?
2. rolled over?
3. sat up?
4. started crawling?
5. started walking?
6. could write your name?
7. were able to start reading?
Evidence of Learning-
(2 PARTS)
1-
Physical Development Graphic Organizer
2-
READ page 228-230
ANSWER 10-1 Review 1,2,3 (page 230)
WED - 16 SEPT 2015 / THURS - 17 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
Page 47 (Section Review #2 and #3)
In Class-
EQ / Objective:
What are examples of some things that can influence an experiment or study?
E of L DUE -
(Unethical Study and Responses)
Make Your Own Chapter 2 Test!!!
12 T/F
12 M/C
1 Short Answer
(Blank copy of test and a key)
Evidence of Learning-
Make Your Own Chapter 2 Test!!!
12 T/F
12 M/C
1 Short Answer
(Blank copy of test and a key)
TUESDAY - 15 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
Page 49 (1,2,3,4)
In Class-
EQ / Objective:
What are examples of some things that can influence an experiment or study?
E of L DUE -
Methods of Observation ?'s
Methods of Observation ppt
Ethical Issues and ppt
Evidence of Learning-
FIND AND PRINT a copy of an unethical study.
1. Brief summary (3 or more sentences) of the study and describe its "findings" or conclusions.
2. What made it unethical? Which APA guidelines did it violate?
3. Describe your reaction to this study.
4. How might it have been conducted differently...to possibly become an ethical experiment/study?
MONDAY - 14 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
Page 44 "Section 4 Review" 1 and 2
In Class-
EQ / Objective:
What are examples of some things that can influence an experiment or study?
E of L DUE - GREEN "How Social Scientists Find Information"
Discussion of:
A recent study (of just about anything)
CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
Methods of Observation ppt
Science of Psychology
http://www.youtube.com/watch?v=hFV71QPvX2I
Ethical Issues and ppt (TUES)
Find unethical study (TUES)
Evidence of Learning-
Which METHOD of OBSERVATION is being described below?
1. Observing behavior in a closed-fixed setting.
2. Researchers collect a sample that includes people of different ages.
3. People are asked to respond to a series of questions about a particular subject.
4. Researchers select a group of participants and observe them over a period of time.
5. In-depth investigation of an individual or small group.
6. Observing people or animals in their natural habitats.
7. Intelligence, aptitude and personality tests are example of this method.
FRIDAY - 11 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
Fast Four Minutes...Study Time!
In Class-
Chapter 2 (Sections 1 and 2) Vocabulary Quiz
Science/Research Methods You Should Know
Examples of correlation, independent and dependent variables
iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html
practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm
correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm
Sponge Bob - Experiment/Results
"Watching SpongeBob Squarepants Makes Preschoolers Slower Thinkers, Study Finds"
ANSWER:
1. What is purpose of study?
2. What is the sample? population?
3. Is it valid? reliable? Why?
4. Do you agree with conclusions? How might you conduct such an experiment?
_
Methods of Observation ppt
http://www.youtube.com/watch?v=hFV71QPvX2I
Ethical Issues and ppt
Evidence of Learning-
(2 Parts)
PART 1
COMPLETE the green sheet on
"How Social Scientists Find Information" parts A,B,C,D
Part 2
-Summarize your research article (3-5 sentences)
-In your research article, LABEL:
population, sample, IV, DV, control group, experimental group
WED - 9 SEPT 2015 / THURS - 10 SEPT 2015
3rd HOUR / 4th HOUR
WU-
READ page 45 "Hawthorne Plant Study"
ANSWER the following:
1. Describe the experiment
2. Give 2 reasons why it was a flawed experiment
In Class-
E of L DUE:
paragraph / typed - 12pt. font
TURN IN A HARD COPY or SUBMIT IT THROUGH GOOGLE CLASSROOM (your class code is below):
GOOGLE CLASSROOM
https://classroom.google.com/u/0/c/MjA4Mjc5NjI5
3rd Hour code:
vgiv8l
4th Hour code:
9nlvl5
Chapter 2 Introduction!
The scientific method
2-2 and 2-3 vocabulary in textbook in class
-notes on:
population, samples, selecting samples, generalizing results, volunteer bias,
correlation, positive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
Define above terms and find a psychological scientific study and its results
Evidence of Learning-
(2 PARTS)
1. FIND and PRINT off a recent study (of just about anything)
useful links to assist you:
http://www.sciencedaily.com/
http://psychcentral.com/news/category/psychology
http://www.apa.org/news/psycport/
2. STUDY for 2-2 Vocabulary quiz NEXT CLASS (FRI, 11 SEPT 2015)
2-2 and 2-3 vocabulary in textbook in class
-notes on:
population, samples, selecting samples, generalizing results, volunteer bias,
correlation, positive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
FRI - 4 SEPT 2015
3rd HOUR / 4th HOUR
WU-
1. What is hysteria?
2. Describe how eugenics influenced immigration policy in the U.S. during the mid 1900's.
3. Give the background beliefs of nature vs. nurture when discussing human development.
In Class-
NO E of L DUE
FINISH
"In Search of Ourselves"
w/ video companion handout:
Evidence of Learning-
In a TYPED paragraph form (7 sentences or more), answer the following question:
"Provide 2 examples of research areas or ideas studied within the field of psychology discussed in this documentary.
How did they change over time? What contributions to the field of psychology did they make? Explain each."
paragraph / typed - 12pt. font
TURN IN A HARD COPY or SUBMIT IT THROUGH GOOGLE CLASSROOM (your class code is below):
GOOGLE CLASSROOM
https://classroom.google.com/u/0/c/MjA4Mjc5NjI5
3rd Hour code:
vgiv8l
4th Hour code:
9nlvl5
WED - 2 SEPT 2015 / THURS - 3 SEPT 2015
3rd HOUR / 4th HOUR
WU-
U.S. Army - 1917
Intelligence Test
In Class-
NO E of L DUE
[[#|CONTINUE]] / FINISH
"In Search of Ourselves"
w/ video companion handout:
Evidence of Learning-
TUESDAY - 1 SEPT 2015
3rd HOUR / 4th HOUR
WU-
Study Time
In Class-
NO E of L DUE
Chapter 1 Test
START
"In Search of Ourselves"
w/ video companion handout:
Evidence of Learning-
No E of L
MONDAY - 31 AUG 2015
3rd HOUR / 4th HOUR
WU-
PAGES 4-5
READ: "Goals of Psychology"
ANSWER: "Psychologists have the same goals as scientists.
What are they? Give a little background for each one."
In Class-
DUE:
Page 21
1-4 (1 and 4)
Review material - miniquiz?
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis
Group Poster
(Ch. 1 / Section 4)
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning-
STUDY
Chapter 1 Test - Tuesday 1 SEPT 2015
WEDNESDAY - 26 AUG 2015 / THURSDAY - 27 AUG 2015
3rd HOUR / 4th HOUR
WU-
PAGE 23 "Building Social Studies Skills"
ANSWER 1.2.3.4
In Class-
Review material
Follow up questions/discussions
Psychology as a science
Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis
START - Group Poster
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning-
PAGE 22
"Understanding Main Ideas"
#4 What are the SIX main contemporary perspectives in psychology?
(Name and briefly explain them.)
TUESDAY - 25 AUG 2015
3rd HOUR / 4th HOUR
WU-
(Use pages 8-11 to assist you.)
ANSWER
PAGE 11
1 and 2
In Class-
Types of Psychological Professions - mini quiz
Follow up questions/discussions
Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis
we will do this on our block day...
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning-
Finish historical overview of psychology if not completed during class
MONDAY - 24 AUG 2015
3rd HOUR / 4th HOUR
WU-
READ page 7, "Thinking Critically About Astrology"
ANSWER the following questions:
1. Why is astrology NOT an empirical (hard) science?
2. Why do people continue to seek astrologists for answers to things?
3. DEFINE vocabulary- behavior, cognitive activities, theory, principle
In Class-
E of L Check / Discussion
Psychology as a science
Create a chart of the Types of Psychological Professions and a description of each.
USE PAGES 8-11 to help you.
There will be a QUIZ on this information next class.
Historical overview of psychology
and
the Psychological 6
(on own and then ppt)
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning-
Be prepared to present your assigned perspective next class
FRIDAY - 21 AUG 2015
3rd HOUR / 4th HOUR
WU-
What is Psychology? What are some uses or applications for it?
In Class-
Syllabus/expectations/procedures/book sign out sheets
Discussed examples of risky behavior/definitions
-you?
-someone you know?
-why?
http://bleacherreport.com/articles/2551380-cliff-jumper-sets-world-record-with-193-foot-jump-off-switzerland-waterfall?iid=ob_homepage_deskrecommended_pool
changing tower light bulb
https://www.youtube.com/watch?v=hFMHjDqHL_Y
What do psychologists do?
Evidence of Learning-
Find a job related to psychology:
1. What is it?
2. What does it do? What kind of job is it?
2. ON THE BACK - WRITE a CRITIQUE/SUMMARY on its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
FRIDAY 11 SEPT 2015
3rd HOUR / 4th HOUR
WU-
READ:
"Watching SpongeBob Squarepants Makes Preschoolers Slower Thinkers, Study Finds"
ANSWER:
1. What is purpose of study?
2. What is the sample? population?
3. Is it valid? reliable? Why?
4. Do you agree with conclusions? How might you conduct such an experiment?
In Class-
Vocabulary 2/2 and 2/3 "Rollin' the Dice!"
Work / share on research article critique
Examples of correlation, independent and dependent variables
iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html
practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm
correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm
Methods of Observation ppt
COMPLETE the green sheet on
"How Social Scientists Find Information" parts A,B,C,D
http://www.youtube.com/watch?v=hFV71QPvX2I
Ethical Issues and ppt
Evidence of Learning-
-Summarize your research article
-In you research article, find:
population, sample, IV, DV, control group, experimental group
TUESDAY - 16 DEC 2014
2nd HOUR / 5TH HOUR
HERE IS THE STUDY GUIDE FOR THE FINAL EXAM:
WU-
PAGE 433 "Building Social Studies Skills"
1,2,3,4
In Class-
Collect "A to Z of Your Head" handout
FINISH
Psychological Disorders presentations
Band of Brothers
-Somatoform - Conversion Disorder
Mysterious symptoms affecting teen girls in NY
http://www.today.com/video/today/46037808#46037808
Types of Personality Disorders
-Paranoid / Schizoid / Antisocial / Avoidant
Treatment
Types, Options, Methods
(group / individual / free association / counter-conditioning
drug therapy / ECT / Psychotherapy)
Evidence of Learning-
STUDY FOR FINAL!!!
MONDAY - 15 DEC 2014
2nd HOUR / 5TH HOUR
HERE IS THE STUDY GUIDE FOR THE FINAL EXAM:
WU-
LISTEN or READ this story:
http://www.npr.org/2013/10/20/238095806/when-playing-video-games-means-sitting-on-lifes-sidelines
ANSWER:
1. What is the name of the addiction treatment center?
2. Describe some the effects of gaming that led to these individuals seeking help.
3. What were some problems the treatment center had with the different treatment/help levels?
4. Is this a newer addiction problem? How have things changes over time?
In Class-
Collect "A to Z of Your Head" handout
FINISH
Personality Disorders presentations
Treatment
Types, Options, Methods
Evidence of Learning-
STUDY FOR FINAL!!!
FRIDAY - 12 DEC 2014
2nd HOUR / 5TH HOUR
HERE IS THE STUDY GUIDE FOR THE FINAL EXAM:
WU-
No WU
In Class-
Watch Video:
A to Z Of Your Head
https://www.youtube.com/watch?v=xtSnk4iiKPg
with handout:
Evidence of Learning-
READ
"The DSM: How Psychiatrists Redefine 'Disordered'"
ANSWER the questions that follow.
WEDNESDAY - 10 DEC 2014 / THURSDAY - 11 DEC 2014
2nd HOUR / 5TH HOUR
WU-
READ - PAGE 412 "Not Guilty by Reason of Insanity"
ANSWER:
1. Define - temporary insanity-
2. How does this contradict the law?
3. Describe the M'Naghten Rule.
4. How does the process work to determine if someone pleads insanity?
5. In you opinion, are criminals "getting away with murder"? Explain.
In Class-
http://www.crimelibrary.com/criminal_mind/psychology/insanity/7.html
REVIEW - Chapter 18 - Psychological Disorders
-How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior?
Getting the brain:
https://www.youtube.com/watch?v=m7-bMBuVmHo
Whose brain?
https://www.youtube.com/watch?v=yH97lImrr0Q
18-2 through 18-6 (Kinds of Disorders)
-in your assigned group:
Name of Disorder
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?
-create a 5 question mini-quiz to give to the class
Evidence of Learning-
Presentation will be completed with a 5 question mini-quiz on your presented information.
TUESDAY - 9 DEC 2014
2nd HOUR / 5TH HOUR
WU-
READ - PAGE 418 "Terrorism and Anxiety"
ANSWER "Think About It" question
In Class-
E of L CHECK - COLLECT
REVIEW - Chapter 18 - Psychological Disorders
-How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior?
-go over pgs. 410-411 notes
- Not Guilty by Reason of Insanity p.412
Classifying Psychological Disorders (411-413)
18-2 through 18-6 (Kinds of Disorders)
-in your assigned group:
1. What is the definition of your kind of disorder?
2. Provide some examples of it.
3. Describe possible causes of it.
4. How is it treated?
Evidence of Learning-
Continue researching your kind of disorder from Chapter 18
MONDAY - 8 DEC 2014
2nd HOUR / 5TH HOUR
WU-
READ "Intelligence Averages..." handout
ANSWER:
1. What is the proposed link? Explain the link.
2. Would you deem this a valid study? Why?
3. Describe some next steps that could be taken as a result of this study.
In Class-
E of L CHECK - Collect
INTRO - Chapter 18 - Psychological Disorders
-How do "abnormal" thoughts and behaviors differ from "normal" thoughts and behavior?
-What criteria are used to determine "abnormal" from "normal" thoughts and behaviors?
pages 410-411
Evidence of Learning-
Notes from pages 410-411
READ "Freedom Is Too Good for Hinckley"
ANSWER the questions that follow the reading.
FRIDAY - 5 DEC 2014
2nd HOUR / 5TH HOUR
WU-
PAGE 223 - "Building Social Studies Skills"
ANSWER 1,2,3,4
In Class-
E of L CHECK - influences on intelligence (9-4)
Giftedness / Creativity
Influences on Intelligence
-Genetic
-Environmental
IQ tests...give a couple a try...
http://www.free-iqtest.net/
http://www.queendom.com/tests/access_page/index.htm?idRegTest=3108
Evidence of Learning-
PAGE 222 "Thinking Critically"
Use reason, detail, thought...
ANSWER 1,3,4,5
WEDNESDAY - 3 DEC 2014 / THURSDAY - 4 DEC 2014
2nd HOUR / 5TH HOUR
WU-
READ p.209 "Artificial Intelligence"
ANSWER the 3 "Think About It" questions
In Class-
E of L CHECK
-Multiple Intelligences
-Differences in Intelligence
Emotional Intelligence
https://www.youtube.com/watch?v=zVxdUqLJT6s
-Problems with Intelligence Tests
-Differences in Intelligence
Battle of the Brains!
-BBC / Multiple Intelligences
Evidence of Learning-
Take this Emotional IQ Test:
http://greatergood.berkeley.edu/ei_quiz/
1. What did you score? What does this mean?
2. Do you agree with the results? Why?
9-4 - NOTES
Genetic AND Environmental Influences on Intelligence
TUESDAY - 2 DEC 2014
2nd HOUR / 5TH HOUR
WU-
READ p.217
ANSWER the following:
1. Why did Gardner choose these 7 major figures?
2. What does EC stand for?
3. Give your own example of someone who possesses most of these characteristics.
4. Is the EC a valid description that could be used to help identify intelligence? Explain.
In Class-
E of L CHECK
review:
Achievement vs. Intelligence
Spearman
Thurstone
Gardner
Sternberg
Emotional IQ - p.208
Prob's with intelligence tests
A sample of Howard Gardner's Multiple Intelligence Test...
Where are you?
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
-print off results
1. What are you strengths? Weaknesses?
2. Do you agree with the results? Explain.
Evidence of Learning-
(2 PARTS)
Part 1
A sample of Howard Gardner's Multiple Intelligence Test...
Where are you?
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
-print off results
1. What are you strengths? Weaknesses?
2. Do you agree with the results? Explain.
Part 2
Use 9-3 to assist you...
-Name and describe the differences in intelligence.
MONDAY - 1 DEC 2014
2nd HOUR / 5TH HOUR
WU-
ANSWER the following by using only your brain:
1. What is your definition of "intelligence"?
2. What does intelligence look like?
3. Could there be different kinds of intelligences? Explain.
4. How might you test for it? What way/type would work the best?
In Class-
Intro. to Ch.9 - Intelligence
Achievement vs. Intelligence
Here's what a couple people say about intelligence...
Spearman
Thurstone
Gardner
Sternberg
Evidence of Learning-
USE 9-2 to assist you with responses to the following:
1. What are two examples of tests that measure for intelligence? Give background and examples of each.
2. Explain the difference between test reliability and test validity.
TUESDAY - 25 NOV 2014
2nd HOUR / 5TH HOUR
WU-
ANSWER 4 and 6 on SIDE A
In Class-
Continue - 50 First Dates
with video companion:
Evidence of Learning-
Complete 50 First Dates video companion
-
FRIDAY - 21 NOV 2014
2nd HOUR / 5TH HOUR
WU-
1. What are the 3 kinds of memory?
2. What are the 3 processes of memory?
3. What are the 3 stages of memory?
4. Define amnesia-
5. What are 3 types of amnesia?
In Class-
Chapter 7 Test
POST - Test Activity
"How Ads Affect Our Memory"
(Reading and Response handout):
Man with amnesia...
https://www.youtube.com/watch?v=Q9_dqu7qz2w
Evidence of Learning-
"How Ads Affect Our Memory"
(Reading and Response handout):
WEDNESDAY - 19 NOV 2014 / THURSDAY - 20 NOV 2014
2nd HOUR / 5TH HOUR
WU-
Brain Break - Wander Activity
In Class-
E of L CHECK -
Chapter 7 Review - p.174
"Thinking Critically" 4 and 5
See what you know...
7-3 handout
7-4 Types of Forgetting
Retrograde/Anterograde Amnesia
http://www.youtube.com/watch?v=wRl0M2jQqWo
Short Term [[#|Memory Loss]]
http://www.youtube.com/watch?v=tESffhWs8l0
The Man with the 30 Second Memory
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related
Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M
Amnesia
Memory Games!
http://faculty.washington.edu/chudler/chmemory.html
"This is...Jeopardy!"
-review time
Evidence of Learning-
Chapter 7 Test - Memory - FRIDAY 21 NOV 2014
TUESDAY - 18 NOV 2014
2nd HOUR / 5TH HOUR
WU-
1. Why might you and another family member have different memories of the same vacation?
2. Which type of forgetting is usually to blame when people cannot find their car keys?
In Class-
E of L CHECK - NOTES on 7-4 in textbook
See what you know...
7-2/7-3 handout
7-3 ppt - review
7-4 Types of Forgetting
Retrograde/Anterograde Amnesia
http://www.youtube.com/watch?v=wRl0M2jQqWo
Short Term [[#|Memory Loss]]
http://www.youtube.com/watch?v=tESffhWs8l0
The Man with the 30 Second Memory
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related
Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M
Evidence of Learning-
Chapter 7 Review - p.174
"Thinking Critically" 4 and 5
MONDAY - 17 NOV 2014
2nd HOUR / 5TH HOUR
WU-
Page 175
End of Chapter 7 Review
1,2,3,4
In Class-
NOTES on 7-4 in textbook
Last 15-20 min. - watch "60 minutes- eyewitness testimony-Picking Cotton-part 2"
Answer these while watching: 1. How can eyewitness testimony and procedures be done differently?
2. Describe your reaction to this story.
3. Is this an issue that should be looked at closely here in CO and in the nation? Why?
Evidence of Learning-
NOTES on 7-4 in textbook
WEDNESDAY - 12 NOV 2014 / THURSDAY - 13 NOV 2014
2nd HOUR / 5TH HOUR
WU-
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.
In Class-
E of L DUE - Memory Pill article and questions
Chapter 7-2 (pages 155-160)
3 Processes of Memory (encoding, storage, retrieval)
see attachment template:
60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
Remainder of class time should be dedicated to doing
the 7-3 Stages of Memory notes (from the book using the template format)
Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory
AND
STUDY for a quiz on material from Ch.7 (sections 1,2,3)
TUESDAY - 11 NOV 2014
VETERANS DAY!
Say "Thanks!" to a Veteran Today!
2nd HOUR / 5TH HOUR
WU-
READ p.165
ANSWER the following questions:
1. Provide two reasons why eyewitness testimony is problematic.
2. How do you think eyewitness testimony could be made more reliable? Explain.
In Class-
3 Kinds of Memory?
-define
-examples
3 Processes of Memory (pages 155-160)
-Encoding
-Storage
-Retrieval
cnnstudentnews.com (11 NOV 2014)
Evidence of Learning-
Pill for Memory Loss (article and questions)
MONDAY - 10 NOV 2014
2nd HOUR / 5TH HOUR
WU-
Study Time!
In Class-
Chapter 5 Test
cnnstudentnews.com
Evidence of Learning-
READ Chapter 7 - Section 1
ANSWER:
1. What are the 3 KINDS of memory? Define each.
2. Give ONE personal example for each kind.
FRIDAY - 7 NOV 2014
2nd HOUR / 5TH HOUR
WU-
Page 123
"Building Social Studies Skills"
ANSWER 1,2,3,4
In Class-
E of L Check - National Geographic "Sleep" article ?s DUE
2nd Hour videos
Biofeedback
Meditation
FFI - Wrap up
Drugs and Consciousness
-Categories (3)
-Examples
Treatments (4)
Chapter 5...Things to know
cnnstudentnews.com
Evidence of Learning-
Study for Chapter 5 Test - Monday 10 NOV 2014
WEDNESDAY - 5 NOV 2014 / THURSDAY - 6 NOV 2014
2nd HOUR / 5TH HOUR
WU-
Page 122
"Understanding Main Ideas" #1
"Thinking Critically" #2
In Class-
E of L Check - Hypnosis (What? and Your thoughts)
...using it at the dentist
Biofeedback
Meditation
Sleep problems - including parasomnia, FFI
Dying to Sleep
documentary:
https://www.youtube.com/watch?v=2D79XBv9YkA
video companion:
Evidence of Learning-
National Geographic - Sleep - article w/ questions
link:
http://ngm.nationalgeographic.com/2010/05/sleep/max-text
companion questions:
TUESDAY - 4 NOV 2014
ELECTION DAY
2nd HOUR / 5TH HOUR
WU-
READ 119 "Exploring Diversity"
ANSWER:
1. Give 3 examples of other cultures and altered states of consciousness.
2. Why do some cultures view this as something to be avoided and others something to be sought out?
In Class-
E of L Check - Sleep Problems
Sleep stages and dreams
-what are they? what's happening in each?
-why dream? why sleep?
Rollin' die...
Go over sleep problems...to include:
parasomnia and ffi
Dying to Sleep (FFI documentary)
Evidence of Learning-
1. What is hypnosis?
2. Do you think it's a real state of consciousness? Explain.
MONDAY - 3 NOV 2014
2nd HOUR / 5TH HOUR
WU-
Page 114
READ "Case Studies"
ANSWER:
1. What are some examples of voluntary and involuntary forms of behavior?
2. What is biofeedback?
3. Describe the study discussed in the reading...
4. How can biofeedback help humans?
In Class-
E of L Check - Narcolepsy article with questions
FINISH
Radiolab - Sleep...The What, Why and WOW!
link:
http://www.radiolab.org/story/91528-sleep/
audio companion:
Sleep stages and dreams
Evidence of Learning-
Pages 110-112
Sleep Problems
-Name and define each one
-What is a treatment for each one?
FRIDAY - 31 OCT 2014
2nd HOUR / 5TH HOUR
WU-
No WU
In Class-
E of L Check - Stages of Sleep and Why do we sleep?
Radiolab - Sleep...The What, Why and WOW!
link:
http://www.radiolab.org/story/91528-sleep/
audio companion:
Evidence of Learning-
READ "Enslaved by the sandman-the shackles of narcolepsy"
ANSWER the questions that follow the article.
WEDNESDAY - 29 OCT 2014 / THURSDAY - 30 OCT 2014
2nd HOUR / 5TH HOUR
WU-
ANSWER THE FOLLOWING:
1. What time did you go to sleep last night?
2. When did you wake up this morning?
3. Did you have trouble falling asleep?
4. Do you recall having any dreams or nightmares?
In Class-
E of L CHECK - 3 levels of consciousness
Chapter 5
What is "consciousness"?
What do you know about it?
Can you define it?
Consciousness as a Construct / Meanings of Consciousness
Levels of Consciousness (pages 105-106)
Altered States of Consciousness
-Sleep
-Stages of sleep (with partner)
Dreams
WATCH:
Interpretations of Dreams (Freud)
RESPOND TO:
Evidence of Learning-
Use textbook pages 107-109 to assist you (as well as other online sources):
-NAME / SKETCH / EXPLAIN each of the stage of sleep.
-Why do we sleep?
TUESDAY - 28 OCT 2014
2nd HOUR / 5TH HOUR
WU-
PAGE 104
READ EACH of the "Truth or Fiction" statements (4 total)
-Tell me if each one of these is TRUE or FALSE
-Give a supporting reason with each one as well
In Class-
FINISH
"The Mind's Big Bang"
-Development of the Modern Mind
https://www.youtube.com/watch?v=29u6XRY51Bk
-Here's the video companion:
*On the back of video sheet - Using 2 columns:
"According to the video, what are the physical changes AND social changes that occurred in humans?"
What is "consciousness"?
What do you know about it?
Can you define it?
Consciousness as a Construct / Meanings of Consciousness
cnnstudentnews.com
Evidence of Learning-
Levels of Consciousness (pages 105-106)
-What are they?
-What's going on at each of these levels? / Examples for each
MONDAY - 27 OCT 2014
2nd HOUR / 5TH HOUR
WU-
We are going big here...
-What do you think are the 3 greatest inventions/accomplishments in human history? Why?
In Class-
FINISH
"The Mind's Big Bang"
-Development of the Modern Mind
https://www.youtube.com/watch?v=29u6XRY51Bk
-Here's the video companion:
cnnstudentnews.com
Evidence of Learning-
FINISH "The Mind's Big Bang"
Complete video companion:
WEDNESDAY - 22 OCT 2014
2nd HOUR / 5TH HOUR
WU-
STUDY TIME!!!
In Class-
Chapter 6 Test - It's Go Time!
Start
"The Mind's Big Bang"
-Development of the Modern Mind
https://www.youtube.com/watch?v=29u6XRY51Bk
-Here's the video companion:
cnnstudentnews.com
Evidence of Learning-
Watch first 20 minutes of "The Mind's Big Bang"
Complete first half of video companion:
TUESDAY - 21 OCT 2014
2nd HOUR / 5TH HOUR
WU-
Page 151 "Building Social Studies Skills"
1,2,3,4
In Class-
E of L DUE- notes check - operant conditioning
One more time on Operant Conditioning...
Continuous vs. Partial Reinforcement
Interval Schedules (Fixed vs. Variable) -picture p.141
Ratio Schedules (Fixed vs. Variable) -read p.141
examples/applications of Operant Conditioning?
Latent Learning / Observational Learning
http://ksut.org/post/study-says-parents-media-exposure-trickles-down-children
Skinner/Operant Conditioning
book/audio clip:
https://www.youtube.com/watch?v=I_ctJqjlrHA
YOUR TURN!
In each example write down how operant conditioning is being used
AND/OR
Identify the connections to the principles of operant conditioning.
1. Shaping
http://www.youtube.com/watch?v=g6F0bRTurPk
2. Programmed Learning
http://www.youtube.com/watch?v=jTH3ob1IRFo
3. Classroom Discipline
http://www.youtube.com/watch?v=5-aXcp5j4bI
4. Operant Conditioning - Big Bang
http://www.youtube.com/watch?v=Mt4N9GSBoMI
End of Chapter 6 Practice Vocabulary
"Identifying People and Places" 1-10
practice last examples of classical conditioning
cnnstudentnews.com
Evidence of Learning-
STUDY!!!
Chapter 6 Test - Wednesday 22 OCT 2014
MONDAY - 20 OCT 2014
2nd HOUR / 5TH HOUR
WU-
Is delaying aging a good or bad thing? Why?
http://www.npr.org/blogs/health/2013/10/08/230175345/delaying-aging-may-have-a-bigger-payoff-than-fighting-diseases
1. Positives AND Negative of doing this?
2. What do you think about it? Why?
In Class-
E of L DUE- notes using graphic organizer
More on Operant Conditioning...
PUT THE FOLLOWING IN YOUR NOTEBOOK (I will check for it next class)
PART 1
USE YOUR BOOK to define and compare/contrast each of the following:
1. What is reinforcement? What are TWO types? Define each.
2. Rewards vs. Punishments
3. Continuous vs. Partial Reinforcement
4. Interval Schedules (Fixed vs. Variable) -picture p.141
5. Ratio Schedules (Fixed vs. Variable) -read p.141
6. What are some examples of Operant Conditioning?
cnnstudentnews.com
Evidence of Learning-
FINISH PART 1 stuff
WEDNESDAY - 15 OCT 2014
2nd HOUR / 5TH HOUR
WU-
Pages 135-136
READ
"Operant Conditioning" & "B.F. Skinner's Ideas for the Birds"
1. Definition of operant conditioning-
2. How is it different from classical conditioning?
3. What was Skinner's big idea?
4. Give some reasons why it didn't work out...
In Class-
E of L DUE!
DO 3. and 4.
Conditioning Practice - Your turn!
DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples):
Taste Aversion-
Extinction-
Spontaneous Recovery-
Generalization-
Discrimination-
Applications of Classical Conditioning...
Flooding and Systemic Desensitization-
Counterconditioning-
The Bell and Pad Method / Bed Wetting-
Evidence of Learning-
FINISH
Operant Conditioning graphic organizer:
TUESDAY - 14 OCT 2014
2nd HOUR / 5TH HOUR
WU-
READ page 143
"Technology and Learning"
ANSWER:
"Think About It" 1,2
In Class-
E of L DUE!
Birth to Adolescent Owner's Manual WERE DUE AT START OF CLASS!
turnitin.com
2nd HOUR INFO:
8884729
2ndhour
5th HOUR INFO:
8884735
5thhour
Conditioning Practice - Your turn!
DEFINE EACH and PROVIDE AN EXAMPLE (other than the book examples):
Taste Aversion-
Extinction-
Spontaneous Recovery-
Generalization-
Discrimination-
Evidence of Learning-
DO THIS:
READ pages 133 and 135
ANSWER: What are the applications of classical conditioning?
STUDY THIS:
6-1 MATERIAL (for mini quiz on Wed.)
MONDAY - 13 OCT 2014
2nd HOUR / 5TH HOUR
WU-
READ page 134 "The Story of Little Albert"
ANSWER:
1. What were Watson and Rayner trying to study?
2. Describe the experiment.
3. What do you think is up with Little Albert today?
4. What is your view on the ethics of this experiment?
In Class-
Birth to Adolescent Owner's Manual DUE!
turnitin.com
2nd HOUR INFO:
8884729
2ndhour
5th HOUR INFO:
8884735
5thhour
video - "Mind's Big Bang"?
Habits/Preferences
-Think/Ink
Intro. Chapter 6-1
Evidence of Learning-
PART 1
TURN IN YOUR Ch.10/11 "Owner's Manual" ASAP!
turnitin.com
2nd HOUR INFO:
8884729
2ndhour
5th HOUR INFO:
8884735
5thhour
PART 2
USE page 128-130 to help you...
1. Who is Ivan Pavlov?
2. What did he do that makes him a pioneer in classical conditioning?
3, DEFINE: US, UR, CS, CR
FRIDAY - 10 OCT 2014
2nd HOUR / 5TH HOUR
WU-
READ
Upfront Magazine "The Young and The Reckless"
(pages 6-7)
ANSWER
1. What are some statistics on teen driving and texting (found within the text)?
2. Give 2 examples of what states are doing to try and make teens safer drivers.
3. What do you think? Give examples of other ways that might be good ideas to help with this.
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
In Class-
Work Time:
Early Childhood to Adolescent Owner's Manual (Chapter 10 / 11)
-based on ages and stages development
Evidence of Learning-
FINISH Owner's Manual project...Due MONDAY 13 OCT 2014
WEDNESDAY - 8 OCT 2014 / THURSDAY - 9 OCT 2014
2nd HOUR / 5TH HOUR
WU-
In Class-
We watched some of these video clips and
ANSWERED the following:
1. What is the marshmallow test a possible predictor of?
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Work Time:
Early Childhood to Adolescent Owner's Manual (Chapter 10 / 11)
-based on ages and stages development
Evidence of Learning-
Continue working on Owner's Manual project...Due MONDAY 13 OCT 2014
TUESDAY - 7 OCT 2014
2nd HOUR / 5TH HOUR
WU-
READ Page 260 - "Identity Formation and Identity Development"
(pages 332-333 will also assist you)
ANSWER:
According to Erik Erikson,
1. How many stages consists of the journey of life?
2. What are children's main task when they begin school? What is the main task of the adolescent stage?
3. Describe what "identity crises" is.
4. What may happen if teens do not forge their own identity?
5. What are some examples of teens "trying out different selves" during this stage of life?
In Class-
E of L DUE - Marcia's Identity Status - Check it!
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Social Development - 11-2
(w/ partners)
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships
Erik Erickson's Stages of Psychosocial Development (page 332)
cnnstudentnews.com
Introduce Ch. 10/11 Assessment:
Early Childhood to Adolescent Owner's Manual (Chapter 10 / 11)
-based on ages and stages development
Evidence of Learning-
Continue working on Owner's Manual project...Due MONDAY 13 OCT 2014
MONDAY - 6 OCT 2014
2nd HOUR / 5TH HOUR
WU-
PAGE 255
READ "Exploring Diversity: Rites of Passage"
ANSWER "Think About It" question
In Class-
E of L DUE - Adolescent Development (pink sheet)
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Social Development - 11-2
(w/ partners)
Parents / Cliques & Crowds / Peer Influences / Dating & Romantic Relationships
cnnstudentnews.com
Evidence of Learning-
11-3 Identity Formation (pages 260-264)
1. Identify AND define each category of Marcia's Identity Status.
2. Which of these categories do you seem to fit into best? Why?
3. Name a tv or movie character that fits INTO EACH of these categories (and why they do).
FRIDAY - 3 OCT 2014
2nd HOUR / 5TH HOUR
WU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?
In Class-
E of L Check - 11-1 (questions 1,3)
side Alpha
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Social Development - 11-2
Parents/Peers/Relationships
Evidence of Learning-
side BRAVO - Teen Challenges
WEDNESDAY - 1 OCT 2014 - THURSDAY 2 OCT 2014
2nd HOUR / 5TH HOUR
WU-
PAGE 248
ANSWER "Thinking Critically" 2 and 4
In Class-
Wrap up
Kohlberg's Moral Development
"The Heinz Dilemma"
...some more examples
Evaluation of Kohlberg's Moral Development
(textbook)
Chapter 10 Assessment
(use any resource, but your neighbor)
Evidence of Learning-
Post Assessment Activity
READ Chapter 11-1: Adolescent Development
ANSWER 11-1 Review questions 1 and 3
TUESDAY - 30 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
Chapter 10 Review
1-4
In Class-
E of L - Self-Esteem handout/questions DUE
FINISH
Piaget's Stages of Cognitive Development:
(define/overview/application)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
Kohlberg's Moral Development
"The Heinz Dilemma"
Evidence of Learning-
Kohlberg's Moral Development
Wrap up / Assessment
MONDAY - 29 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
(10-3 and 10-4 material)
1. DEFINE:
attachment-
contact comfort-
imprinting-
2. What is the difference between
assimilation-
and
accommodation-
In Class-
E of L - Piaget activity completion
Review-
attachment, contact comfort, imprinting
(define each and examples/clips)
(with partner - candy bar scenario)
Parenting styles - p.236
define/types/causes/effects-
"Self-Esteem"
(review main ideas)
Piaget's Stages of Cognitive Development:
(define/overview/application)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
Evidence of Learning-
READ and ANSWER questions that follow the self-esteem handout:
FRIDAY - 26 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
READ p.245 "The Story of the Cups"
ANSWER:
1. What does this tell us about the reasoning of younger and older kids? Explain.
Recall a time in your childhood when you accidentally broke something...
2. What were the circumstances?
(Example - Were you throwing/doing something despite a warning not to do it?)
3. How did your parents react to the breakage?
4. How important to your parents was the intention behind the misdeed?
In Class-
Rollin' the dice...on 10-1, 10-2...
attachment, contact comfort, imprinting
(define each and examples/clips)
(with partner - candy bar scenario)
Parenting styles - p.236
"Self-Esteem"
(review main ideas)
Piaget's Stages of Cognitive Development:
(define/overview/application)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
Association and Extension Activities (2)
Evidence of Learning-
Use pages 241-244 to assist you:
Match the statements to one of Piaget's Stage of Development
WEDNESDAY - 24 SEPT 2014 / THURSDAY - 25 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
READ page 232 "Reflexes"ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?
In Class-
E of L Check (page 230 - 1,2,3)Personal Timeline...
Review 10-1
Physical / Motor Development
(with partner)
Battle Royale...Gesell / Piaget vs. Flavell
*Similarities?
*Differences?
Physical Development Graphic Organizer
(as a large group)
Apgar score
http://kidshealth.org/parent/pregnancy_center/q_a/apgar.html
perceptual development
social development
-attachment, contact comfort, imprinting
Evidence of Learning-
READ pages 240-241 "Self-Esteem"Take notes
-What is it?
-Influences on it?
-What are the different kinds or types?
-Gender or age connections?
I will do a notes check next class
MONDAY - 22 SEPT 2014 / TUESDAY - 23 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
Who and/or what do you think influences our development?
(Give some examples that will help to defend your response)
In Class-
Assess yourselves!
Moving a little deeper into the book...
READ page 228-230
ANSWER 10-1 Review 1,2,3 (page 230)
Evidence of Learning-
Moving a little deeper into the book...
READ page 228-230
ANSWER 10-1 Review 1,2,3 (page 230)
WEDNESDAY - 17 SEPT 2014 / THURSDAY - 18 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
NO WU
In Class-
Psychology I District Pre-Test Assessment (Illuminate)
E of L DUE...Finish time
(Make Your Own Ch.2 Test - see Tuesday's E of L)
Evidence of Learning-
No E of L
TUESDAY - 16 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
USE pages 34-40 to answer the following:
1. Explain the difference between positive correlation and negative correlation.
In Class-
E of L Check (Unethical Study and Responses)
Make Your Own Chapter 2 Test!!!
10 T/F
10 M/C
1 Short Answer
(Blank copy of test and a key)
Evidence of Learning-
Make Your Own Chapter 2 Test!!!
10 T/F
10 M/C
1 Short Answer
(Blank copy of test and a key)
MONDAY - 15 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
PAGE 49 (1-4)
In Class-
E of L Check (Psych Methods Handout and Page 47/1-3)
correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm
Ethical Issues / APA Guidelines (2-4) and ppt
Evidence of Learning-
IMC lab time to find an unethical study and what was wrong with it.
FIND AND PRINT a copy of an unethical study.
1. Brief summary (3 or more sentences) of the study and describe its "findings"/conclusions.
2. What made it unethical? Which APA guidelines did it violate?
3. Describe your reaction to this study.
How might it have been conducted differently...to possibly become an ethical experiment/study?
FRIDAY - 12 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
Which METHOD of OBSERVATION is being described below?
1. Observing behavior in a closed-fixed setting.
2. Researchers collect a sample that includes people of different ages.
3. People are asked to respond to a series of questions about a particular subject.
4. Researchers select a group of participants and observe them over a period of time.
5. In-depth investigation of an individual or small group.
6. Observing people or animals in their natural habitats.
7. Intelligence, aptitude and personality tests are example of this method.
In Class-
RETURN WORK!!!
REVIEW:
IV, DV
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html
practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm
Work / share on research article critique
-Summarize your research article
&
population, sample, IV, DV, control group, experimental group
correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm
CORRELATE your research article
(2nd HOUR)
"How Social Scientists Find Information" parts A,B,C,D
Ethical Issues / APA Guidelines (2-4) and ppt
Evidence of Learning-
(2 Parts)
A - Psychological Methods handout
B -
READ pages 44-47
ANSWER 1,2,3 (page 47)
WEDNESDAY - 10 SEPT 2014 / THURSDAY 11 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
READ:
"Watching SpongeBob Squarepants Makes Preschoolers Slower Thinkers, Study Finds"
ANSWER:
1. What is purpose of study?
2. What is the sample? population?
3. Is it valid? reliable? Why?
4. Do you agree with conclusions? How might you conduct such an experiment?
In Class-
Vocabulary 2/2 and 2/3 "Rollin' the Dice!"
Work / share on research article critique
Examples of correlation, independent and dependent variables
iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html
practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm
correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm
Methods of Observation ppt
COMPLETE the green sheet on
"How Social Scientists Find Information" parts A,B,C,D
http://www.youtube.com/watch?v=hFV71QPvX2I
Ethical Issues and ppt
Evidence of Learning-
-Summarize your research article
-In you research article, find:
population, sample, IV, DV, control group, experimental group
TUESDAY - 9 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
READ page 45 "Hawthorne Plant Study"
ANSWER the following:
1. Describe the experiment
2. Give 2 reasons why it was a flawed experiment
In Class-
E of L Check (2-1 Review questions)
The scientific method
2-2 and 2-3 vocabulary in textbook in class
-notes on:
population, samples, selecting samples, generalizing results, volunteer bias,
correlation, positive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
Computer lab time to define above terms and find a psychological scientific study and its results
Evidence of Learning-
useful links:
http://www.sciencedaily.com/
http://psychcentral.com/news/category/psychology
http://www.apa.org/news/psycport/
1. FIND and PRINT off a recent study (of just about anything)
2. ON THE BACK - WRITE a CRITIQUE/SUMMARY on its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
3. STUDY for 2-2 Vocabulary quiz NEXT CLASS (Thursday, 11 SEPT 2014)
MONDAY - 8 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
Study time - Chapter 1 Test
In Class-
Chapter 1 Test
POST TEST activity:
READ pages 26-29
ANSWER 2-1 Section Review questions 1,2
Evidence of Learning-
READ pages 26-29
ANSWER 2-1 Section Review questions 1,2
FRIDAY - 5 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
Psychology Walk-about
"Can You Tell Me..." activity
In Class-
E of L DUE - "In Search of Ourselves" paragraph
Review Chapter 1 / Video information
Evidence of Learning-
STUDY FOR Chapter 1 TEST / TEST IS NEXT class...MONDAY 8 SEPT 2014
WEDNESDAY - 3 SEPT 2014 / THURSDAY - 4 SEPT 2014
2nd HOUR 5TH HOUR
WU-
Evolutionary Psychoanalytical Cognitive Biological Humanistic Learning Socio-cultural
Looks at the capacity for self-fulfillment/the importance of self-awareness, making choices
Studies changes over time in behavior and mental processes/struggle for survival
Effects of experience on learning/”OUCH! – a hot stove!”
The unconsciousness/impulses (aggression/reactions)
Role of thoughts in determining behavior (human nature /perceiving info./process)
In Class-
CONTINUE:
"In Search of Ourselves" video with response sheet
In a paragraph form, answer the following question:
"Name 2 examples of areas of research or ideas studied within the field of psychology discussed in this documentary.
How did they change over time? What contributions to the field of psychology did they make? Explain each."
Evidence of Learning-
Finish paragraph / typed - 12pt. font
TUESDAY - 2 SEPT 2014
2nd HOUR / 5TH HOUR
WU-
Can you tell me...
1. Who had the 1st psychology laboratory? When?
2. What is psychoanalysis?
In Class-
E of L DUE
FINISH and/or SHARE OUT:
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
CONTINUE:
"In Search of Ourselves" video with response sheet
Evidence of Learning-
FRIDAY - 29 AUG 2014
2nd HOUR / 5TH HOUR
WU-
1917 U.S. Army Intelligence Test
In Class-
REVIEW:
Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis
FINISH and/or SHARE OUT:
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
CONTINUE:
"In Search of Ourselves" video with response sheet
Evidence of Learning-
Chapter 1: Section 4
ANSWER 1. and 4.
(Page 21)
THURSDAY - 28 AUG 2014
2nd HOUR
WU-
PAGE 22 - Chapter 1 Review - under "Critically Thinking"
ANSWER #2 "Making Generalizations and Predictions"
In Class-
(This class will be watching the video first and working on the notes/posters second)
Types of Psychological Professions - quiz correct
Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
START "In Search of Ourselves" video with response sheet
Evidence of Learning-
WEDNESDAY - 27 AUG 2014
5th HOUR
WU-
PAGE 22 - Chapter 1 Review - under "Critically Thinking"
ANSWER #2 "Making Generalizations and Predictions"
In Class-
Types of Psychological Professions - quiz correct
Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
START "In Search of Ourselves" video with response sheet
Evidence of Learning-
TUESDAY - 26 AUG 2014
2nd HOUR / 5th HOUR
WU-
PAGE 23 "Building Social Studies Skills"
ANSWER 1.2.3.4
In Class-
Types of Psychological Professions - quiz correct
Follow up questions/discussions
Psychology as a science
Historical overview of psychology (Ch.1- Sec. 2)
-Ancient Greece
-Middle Ages
(in 6 groups)
-Birth of Modern Science
-Wilhelm Wundt & Structuralism
-William James & Functionalism
-John B. Watson & Behaviorism
-B.F. Skinner & Reinforcement
-The Gestalt School
-Sigmund Freud & the School of Psychoanalysis
If time permits...
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning-
Finish historical overview of psychology if not completed during class
MONDAY - 25 AUG 2014
2nd HOUR / 5th HOUR
WU-
Use pages 8-11 (Chap.1-Section 1) to assist you:
ANSWER #1 on page 11
In Class-
FINISH - chart of the Types of Psychological Professions and a description of each. USE PAGES 8-11 to help you.
There will be a QUIZ on this information next class.
Follow up questions/discussions
Psychology as a science
Historical overview of psychology
(Ch.1- Sec. 2)
and
the Psychological 6
(on own and then ppt)
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning-
FRIDAY - 22 AUG 2014
2nd HOUR / 5th HOUR
WU-
READ page 7, "Thinking Critically About Astrology"
ANSWER the following questions:
1. Why is astrology NOT an empirical (hard) science?
2. Why do people continue to seek astrologists for answers to things?
3. DEFINE vocabulary- behavior, cognitive activities, theory, principle
In Class-
Homework Check
Create a chart of the Types of Psychological Professions and a description of each. USE PAGES 8-11 to help you.
There will be a QUIZ on this information next class.
1-1 and 1-2 Mini Quiz
Psychology as a science
Historical overview of psychology
and
the Psychological 6
(on own and then ppt)
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning-
Present your assigned perspective next class
THURSDAY - 21 AUG 2014
2nd HOUR / 5th HOUR
WU-
What is Psychology? What are some uses or applications for it?
In Class-
Syllabus/expectations/procedures/book signout sheets
Discussed examples of risky behavior/definitions
changing tower light bulb
https://www.youtube.com/watch?v=hFMHjDqHL_Y
What do psychologists do?
Evidence of Learning-
Find a job related to psychology:
1. What is it?
2. What does it do? What kind of job is it?
Early humans / Neanderthals / DNA
http://www.cnn.com/2014/10/23/health/genome-45000-year-old-bone/index.html?hpt=hp_t2
Dying to sleep:
https://www.youtube.com/watch?v=2D79XBv9YkA
_
WU-
PAGE 340
"Understanding Main Ideas" #4"
"Thinking Critically" #2
In Class-
E of L Check
World's Quickest Personality Test
https://www.youtube.com/watch?v=kHF0VXPanU8
14-3 Learning Approach to Personality
14-4 Humanistic Approach to Personality
14-5 Socio-Cultural Approach to Personality
The Celebrity Similarity Test
http://psych.wfu.edu/woodlab/celebrity/celebritytest.pl
BBC - Horizon (finish?)
"The Truth About Personality"
Evidence of Learning-
Take the personality test
1. Print off the results.
2. Do you agree with the results? Why?
STUDY FOR CHAPTER 14 TEST
1st HOUR - THURSDAY, 12 DEC
5th HOUR - FRIDAY, 13 DEC
FRIDAY - 6 DEC 2013 ------------MONDAY - 9 DEC 2013
1st HOUR -------------------------------- 5th HOUR
WU-
Ch. 14 "Building Social Studies Skills" (page 341)
ANSWER 1-4
In Class-
14-2 - Psychoanalytic Approach Wrap up
(stages, other peeps)
14-3 Learning Approach
Space Race!
Humanistic Approach to Personality
Personality Test
BBC - Horizon
"The Truth About Personality"
Evidence of Learning-
14-3 Learning Approach
notes: Behaviorism vs. Social Learning
evaluation of it-
14-4 Humanistic Approach
notes: Carl Rogers -
self-concept/congruence and self-esteem/positive regard
evaluation of it-
WEDNESDAY - 4 DEC 2013 ------------THURSDAY - 5 DEC 2013
1st HOUR -------------------------------- 5th HOUR
WU-
READ page 336 "Watson and Rogers"
ANSWER 1 and 2
In Class-
14-1 Review with vocabulary (rollin' the dice)
YOUR QUESTIONS thus far...
14-2 material - Psychoanalytic Approach to Personality
Freud and beyond :)
id, ego, superego, defense mechanisms (def. and examples),
stages of development, others...
Personality Tests
(Objective / Projective)
Personality Test
TEST 1 - http://www.41q.com/
ANSWER THESE:
*What does this test describe you as? What does that description mean?
(PRINT OFF THE TEST 2 RESULTS OF THIS TEST and ANSWER THE QUESTIONS BELOW)
TEST 2 - http://www.humanmetrics.com/cgi-win/JTypes1.htm
Evidence of Learning-
A. PRINT OFF YOUR RESULTS from the SECOND website
B. ANSWER THE FOLLOWING QUESTIONS on your print off:
Which characteristics fit you well? Give examples from your life experiences of the characteristics which fit you well.
Also, which characteristics do not fit you well? Give examples from your life experiences of why they don'tseem to fit you.
MONDAY - 2 DEC 2013 ------------TUESDAY - 3 DEC 2013
1st HOUR -------------------------------- 5th HOUR
WU-
READ page 328
ANSWER the following:
1. Who was Hans?
2. What did Freud think he really feared?
3. Describe eventually happened to Hans.
4. Why is this a celebrated AND controversial case?
In Class-
14-1 material/terms
-personality
-trait
-introvert
-extrovert
Personality Graphic Organizer
(who, definitions/terms, stages, evaluation)
14-2 Team Race!
BBC-Horizon: The Truth About Personality
https://www.youtube.com/watch?v=oZPxEts0UMs
*we watched first 20 minutes and turned in a ticket-out-the-door...
1. What is one fact or observation from our reading or the video today?
2. What is a question you have about today's material?
Evidence of Learning-
...the above ticket-out-the-door questions 1 and 2
THURSDAY - 21 NOV 2013 ------------FRIDAY - 22 NOV 2013
1st HOUR -------------------------------- 5th HOUR
WU-
How do think technology has affected our emotions? What about our motivation?
Explain each.
In Class-
Chapter 13 Test
(for 5th Hour - Memory Ads)
Micro Expressions
Paul Ekman
http://www.paulekman.com/
Lie To Me
Evidence of Learning-
1. Describe a tradition (or traditions) you and/or your family members have during the Thanksgiving holiday.
2. What do think are the influences connected to it? Where might be the origins?
TUESDAY - 19 NOV 2013 ------------WEDNESDAY - 20 NOV 2013
1st HOUR -------------------------------- 5th HOUR
WU-
PAGE 317 -
READ "Schachter-Singer Experiment"
ANSWER:
1. Describe the background of the experiment.
2. What's a "confederate"?
3. What was the experiment intending to study?
4. Give the results or findings of the experiment.
In Class-
ON A SEPARATE SHEET OF PAPER:
PART 1
ANSWER
PAGE 318 "Thinking Critically" 1,2,3,4
and
PAGE 318 "Writing About Psychology" #1
PART 2
IN COMPUTER LAB or IMC LAB
THE STUDENTS CAN FIND ALL OF THESE LINKS ON
(they know how to get to the site)
ranweiler.wikispaces.com
GO TO THIS LINK:
http://www.npr.org/blogs/health/2013/11/18/244526773/gut-bacteria-might-guide-the-workings-of-our-minds
READ the story and
WATCH the video within the story
ANSWER questions from the handout:
COLLECT PARTS 1 and 2 WHEN THEY COMPLETE THEM
PART 3
TRY THIS OUT! ...see how good you are at micro expressions :)
http://www.cio.com/article/facial-expressions-test
PART 4
STUDY FOR THE CHAPTER 13 TEST
it will be:
1st HOUR - THURSDAY, 21 NOV
6th HOUR - FRIDAY, 22 NOV
Evidence of Learning-
STUDY FOR THE CHAPTER 13 TEST
it will be:
1st HOUR - THURSDAY, 21 NOV
6th HOUR - FRIDAY, 22 NOV
FRIDAY - 15 NOV 2013 --------------MONDAY - 18 NOV 2013
1st HOUR -------------------------------- 5th HOUR
WU-
Chapter 13, page 319
"Building Social Studies Skills"
1-4
In Class-
E of L COLLECT - Frisbee questions
13-3 Vocabulary Fun!
Theories of Motivation - IT'S GO TIME!
In teams of 3-4...create paper slides
http://paperslide.wikispaces.com/Guidelines
*record, save, present
Maslow's Hierarchy of Needs (1st HOUR)
define
examples
Overview of Psychological Needs (13-3)
Evidence of Learning-
READ 13-4 Material
1. Define: happiness, anger
2. What are the theories of emotion? (name each and define)
3. Give the +/- of these theories (evaluation of the theories)
WEDNESDAY - 13 NOV 2013 --------------THURSDAY - 14 NOV 2013
1st HOUR -------------------------------- 5th HOUR
WU-
READ "Is it possible to detect lies?"
(page 313)
RESPOND to the questions that follow.
In Class-
E of L Check
Mini Quiz on 13-1 and 13-2 material
Theories of Motivation - IT'S GO TIME!
In teams of 3-4...create paper slides
http://paperslide.wikispaces.com/Guidelines
*record, save, present
Maslow's Hierarchy of Needs
define
examples
Evidence of Learning-
13-3 Vocabulary (quiz on these terms next class period)
READ and RESPOND to the questions that following the reading.
"Ch.13 Motivation and Emotion: Case Study - To Frisbee or Not Frisbee"
MONDAY - 11 NOV 2013 --------------TUESDAY - 12 NOV 2013
1st HOUR -------------------------------- 5th HOUR
VETERANS DAY!
THANK A VET TODAY!
http://www.va.gov/opa/vetsday/
WU-
IN YOUR NOTEBOOK:
Write down a list of activities (things you did) from the day before. (10 or more)
Next to them write down whether you feel they were done for BIOLOGICAL or PSYCHOLOGICAL reasons.
In Class-
Check E of L and review 13-1 terms
partners:
-Theories of Motivation (and Maslow's Hierarchy of Needs)
name, define, describe
"Is it possible to detect lies?"
(page 313)
In teams of 3-4...create paper slides
http://paperslide.wikispaces.com/Guidelines
http://tsdtech.wikispaces.com/Discovery+Training
Evidence of Learning-
13-2
1. The Hunger Drive-Describe the role of each... Role of the Mouth / Role of the Stomach / Role of the Hypothalamus
2. Define obesity AND causes
QUIZ next class on material from 13-1 and 13-2
THURSDAY - 7 NOV 2013 --------------FRIDAY - 8 NOV 2013
1st HOUR -------------------------------- 5th HOUR
WU-
50 First Dates
m.socrative.com questions
In Class-
Chapter 7 Test
(5th Hour)
"How Ads Affect Our Memory"
(Reading and Response handout):
ch.7.memory.ads.handout.pdf
-FINISH BOTH SIDES- (and collect at end of video)
50 First Dates with Video Responses-
follow along with the video:
Ch.7.50FirstDates.storyline.pdf
Evidence of Learning-
Chapter 13: Motivation and Emotion
Define:
Motive-
Need-
Drive-
Instincts-
Homeostasis-
Self-Actualization-
TUESDAY - 4 NOV 2013 -------------- WEDNESDAY - 5 NOV 2013
1st HOUR -------------------------------- 5th HOUR
WU-
STUDY TIME :)
In Class-
Chapter 7 Test
post-test (COLLECTED IN CLASS)
"How Ads Affect Our Memory"
(Reading and Response handout):
ch.7.memory.ads.handout.pdf
50 First Dates with Video Responses-
follow along with the video:
Ch.7.50FirstDates.storyline.pdf
Evidence of Learning-
(IF YOU WERE ABSENT) 50 First Dates video exit questions:
1. What is Henry Roth's occupation?
2. What caused Lucy's brain damage?
3. What type of amnesia does Lucy have?
4. What was Lucy's occupation before the injury occurred?
5. What is ONE thing that Lucy's father and brother have to do EVERY night?
FRIDAY - 1 NOV 2013 -------------- MONDAY - 4 NOV 2013
1st HOUR -------------------------------- 5th HOUR
WU-
Remind 101
Brain Break - Wander Activity
In Class-
E of L 7-2/7-3 note check
Stages of Memory - 7-3 (ppt/review)
*practice 7-2 and 7-3
activities
http://faculty.washington.edu/chudler/chmemory.html
7-4 Types of Forgetting
Retrograde/Anterograde Amnesia
http://www.youtube.com/watch?v=wRl0M2jQqWo
Short Term [[#|Memory Loss]]
http://www.youtube.com/watch?v=tESffhWs8l0
The Man with the 30 Second Memory
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related
Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M
REVIEW / OVERVIEW
Evidence of Learning-
STUDY for Ch. 7 Test :Memory
Test is
TUESDAY 5 NOV 2013 (1st HOUR)
OR
WEDNESDAY 6 NOV 2013 (5th HOUR)
WEDNESDAY - 30 OCT 2013 -------------- THURSDAY - 31 OCT 2013
1st HOUR -------------------------------- 5th HOUR
WU-
ON THE WARMUP handout
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.
In Class-
Open notebook and open book quiz (7-2)
60 Minutes "Eyewitness Testimony" Part 2 (this is on the desktop of the laptop)
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. How may eyewitness testimony be used or changed in the future?
Describe some ways it should be should or shouldn't be used?
2. Do you think there are more Ronald Cotton's out there? Why? Explain.
3. If you were him, how would you feel? Do you think justice has been served? Explain using reason, detail, fact.
*COLLECT their responses when part 2 is completed
Evidence of Learning-
TAKE NOTES on 7-3 Stages of Memory (pages 160-166)
do the following for each stage:
DEFINE
TYPES,EXAMPLES
APPLICATIONS
MONDAY - 28 OCT 2013 -------------- TUESDAY - 29 OCT 2013
1st HOUR -------------------------------- 5th HOUR
WU-
READ p.165
ANSWER the following questions:
1. Provide two reasons why eyewitness testimony is problematic.
2. How do you think eyewitness testimony could be made more reliable? Explain.
In Class-
READ and RESPOND to "Memory Pill" handout (on a separate sheet of paper)
*collect and discuss
REVIEW 3 KINDS of MEMORY
-What are they? What's the differences?
Chapter 7-2 (pages 155-160)
3 Processes of Memory:
Encoding-
Storage-
Retrieval-
(DEFINE and DRAW a picture or image FOR EACH process)
60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
Evidence of Learning-
FINISH 7-2 notes
(3 Processes of Memory - encoding, storage, retrieval)
TUESDAY - 22 OCT 2013 -------------- WEDNESDAY - 23 OCT 2013
1st HOUR -------------------------------- 5th HOUR
WU-
Is delaying aging a good or bad thing? Why?
http://www.npr.org/blogs/health/2013/10/08/230175345/delaying-aging-may-have-a-bigger-payoff-than-fighting-diseases
1. Positives AND Negative of doing this?
2. What do you think about it? Why?
In Class-
Wrap up the chapter...just a few more terms, examples...
Ch. 6 - Rollin' the dice!
Chap. 6
...more of the "The Mind's Big Bang"...
Evidence of Learning-
PART 1
READ Ch. 7-1
*What are the 3 types of memory? Name and define/describe them.
Include a personal experience or example for each.
PART 2
READ article about "Memory Erasing Pill" and
ANSWER questions on separate sheet of paper.
FRIDAY - 18 OCT 2013 -------------- MONDAY - 21 OCT 2013
1st HOUR -------------------------------- 5th HOUR
WU-
PAGE 151 (1-4)
In Class-
More on Operant Conditioning...
PUT THE FOLLOWING IN YOUR NOTEBOOK (I will check for it next class)
PART 1
USE YOUR BOOK to define and compare/contrast each of the following:
1. What is reinforcement? What are TWO types? Define each.
2. Rewards vs. Punishments
3. Continuous vs. Partial Reinforcement
4. Interval Schedules (Fixed vs. Variable) -picture p.141
5. Ratio Schedules (Fixed vs. Variable) -read p.141
6. What are some examples of Operant Conditioning?
PART 2
In each example write down how operant conditioning is being used
AND/OR
Identify the connections to the principles of operant conditioning.
1. Shaping
http://www.youtube.com/watch?v=g6F0bRTurPk
2. Programmed Learning
http://www.youtube.com/watch?v=jTH3ob1IRFo
3. Classroom Discipline
http://www.youtube.com/watch?v=5-aXcp5j4bI
4. Operant Conditioning - Big Bang
http://www.youtube.com/watch?v=Mt4N9GSBoMI
The Mind's Big Bang - PBS
http://www.youtube.com/watch?v=n6JOwJpGbVs
(follow along with yellow handout - it was handed out last class)
Evidence of Learning-
FINISH PARTS 1 and 2 (see above)
WEDNESDAY - 16 OCT 2013 -------------- THURSDAY - 17 OCT 2013
1st HOUR -------------------------------- 5th HOUR
WU-
DO THE FIRST 2 from the following examples on Conditioning:
E of L CHECK
In Class-
Background and UPDATE - Little Albert
obituary
http://ucpsych.wordpress.com/2009/04/01/little-albert-1920-2009/
facts of experiment
http://www.thepsychfiles.com/2008/02/episode-47-the-little-albert-study-what-you-know-ismostly-wrong/
fate
http://www.apa.org/monitor/2010/01/little-albert.aspx
http://www.mindhacks.com/blog/2009/10/little_albert_lost_.html
Review Conditioning terms/definitions (6-1)
Adapting to the environment
-Taste Aversions
-Extinction- The good and the bad
http://www.npr.org/templates/story/story.php?storyId=216924322
-Spontaneous Recovery
-Generalization and Discrimination
Examples (links)
little albert
https://www.youtube.com/watch?v=9hBfnXACsOI&feature=related
the office –classical conditioning
http://www.youtube.com/watch?v=WfZfMIHwSkU&feature=related
US, UR, CR and CS examples (also extinction and generalization)
http://faculty.uccb.ns.ca/gcarre/courses/psy100ccex.htm
Walk-About on 6-1 info.
Evidence of Learning-
(2 Parts)
PART 1
*Find at least 3 applications of classical conditioning (write them down)
PART 2
*6-2 Notes on Operant Conditioning (6-2) - define/examples
MONDAY - 14 OCT 2013 -------------- TUESDAY - 15 OCT 2013
1st HOUR -------------------------------- 5th HOUR
WU-
READ page 134 "The Story of Little Albert"
ANSWER:
1. What were Watson and Rayner trying to study?
2. Describe the experiment.
3. What do you think is up with Little Albert today?
4. What is your view on the ethics of this experiment?
In Class-
TURN IN - "Early Childhood to Adolescent" Manual
Habits/Preferences
-Think/Ink
Intro. Chapter 6-1
Conditioning Practice - Your turn!
Ch.6.conditioning examples.docx
WATCH "Mind's Big Bang"
with response handout:
Evidence of Learning-
READ pages 133 and 135
ANSWER: What are the applications of classical conditioning? (examples/how is it used or how could it be used?)
THURSDAY - 10 OCT 2013 -------------- FRIDAY - 11 OCT 2013
1st HOUR -------------------------------- 5th HOUR
WU-
READ page 274 "Young Adulthood"
ANSWER:
1. What is defined as "young adulthood"?
2. How is young adulthood characterized? What are some assumptions of this age group?
3. In what ways do males and females differ in young adulthood?
In Class-
Overview of young adulthood (pages 274-276)
LAST CLASS for WORK TIME - Early Childhood to Adolescent Manual (Chapter 10 / 11) Project
-based on ages and stages development
Evidence of Learning-
Early Childhood to Adolescent Manual (Chapter 10 / 11) Project
DUE:
1ST HOUR - MONDAY, 14 OCT 2013
5TH HOUR - TUESDAY, 15 OCT 2013
TUESDAY - 8 OCT 2013 -------------- WEDNESDAY - 9 OCT 2013
1st HOUR -------------------------------- 5th HOUR
WU-
READ Page 260 - "Identity Formation and Identity Development"
ANSWER:
According to Erik Erikson,
1. How many stages consists of the journey of life?
2. What are children's main task when they begin school? What is the main task of the adolescent stage?
3. Describe what "identity crises" is.
4. What may happen if teens do not forge their own identity?
5. What are some examples of teens "trying out different selves" during this stage of life?
In Class-
Collect / Discuss E of L - "The Young and the Reckless: Unsafe Behind the Wheel"
INTRODUCE assessment for Chapters 10 and 11
Project work time
Childhood- Adolescent Manual (Chapter 10 / 11)
-based on ages and stages development
Ch.10.11.Manual.Project.docx
Evidence of Learning-
PROJECT DUE:
1ST HOUR - MONDAY, 14 OCT 2013
5TH HOUR - TUESDAY, 15 OCT 2013
Early Childhood to Adolescent Manual (Chapter 10 / 11)
-based on ages and stages development
Ch.10.11.Manual.Project.docx
FRIDAY - 4 OCT 2013 -------------- MONDAY - 7 OCT 2013
1st HOUR -------------------------------- 5th HOURWU-
Page 271: Chapter 11 Review
ANSWER 1-4
In Class-
E of L Check - Alpha / Bravo handout
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Social Development - 11-2
Parents/Peers/Relationships
4 square template
Evidence of Learning-
(2 PARTS)
1-LOOK AT THE CHART on page 263
FIND A CHARACTER (sitcom, movie, cartoon) FOR EACH
Identity Status Category (4 total)
*Write down whom and why you think they match up to that category
2-READ:
Upfront Magazine article "The Young and The Reckless: Unsafe Behind the Wheel"
http://upfront.scholastic.com/issues/10_08_12/book#/6
(pages 6-7)
RESPOND TO THE FOLLOWING:
1. How many states have created laws to deal with teen drivers?
2. Describe TWO of these state laws.
3. What is ONE POSITIVE aspect and ONE NEGATIVE aspect about these laws?
4. Give research or evidence that supports these concerns about teen driving.
5. Teen drivers are a concern or risk that needs to be closely monitored by state and local governments.
Defend your response using reason, detail, fact.
WEDNESDAY - 2 OCT 2013 -------------- THURSDAY - 3 OCT 2013
1st HOUR -------------------------------- 5th HOURWU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?
In Class-
E of L Check - Practice Test
side Alpha
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Social Development - 11-2
Parents/Peers/Relationships
Evidence of Learning-
side BRAVO - Teen Challenges
MONDAY - 30 SEPT 2013 -------------- TUESDAY - 1 OCT 2013
1st HOUR -------------------------------- 5th HOURWU-
(2 Parts)
1 - Ch.10 Review p.249 (1-4)
2 - What is Kohlberg's Theory of Moral Development? Explain it / define it.
In Class-
E of L Check - Self-Esteem handout (COLLECTED)
ON IMC LAPTOPS - DO THE FOLLOWING:
A-WATCH
Real World - Self-Esteem - Dealing with a bully head on!
http://video.msnbc.msn.com/nightly-news/49265283/?from=en-us_msnhp#49265283
B-Piaget's Stages of Cognitive Development:
WATCH VIDEO CLIP EXAMPLES - Each one is found on the NETWORK DRIVE
(shared - ranweiler - ...)
Stage 1 -Sensorimotor-
Stage 2 -Preoperational-
Stage 3 -Concrete-Operational-
Stage 4 -Formal-Operational-
*Review-Criticisms of Piaget - p.244
C-Kohlberg's Theory of Moral Development
*Review-Kohlberg - p.246
*Just do Handout B, parts A and B of this handout:
*good links to examples of Ch. 10 Theories of Development
Evidence of Learning-
D-DO Chapter 10 Practice Test (16.- 20. should be put on a separate sheet of paper)
THURSDAY - 26 SEPT 2013 -------------- FRIDAY - 27 SEPT 2013
1st HOUR -------------------------------- 5th HOURWU-
READ "The Story of the Cups" p.245
ANSWER:
1. How are adult and child reactions to accidents different? Why?
In Class-
(Spongebob study)
Rollin' the dice...on 10-1, 10-2...
visual cliff clip
define/examples:
attachment, contact comfort, imprinting
Parenting styles - p.236
-how do you identify to these?
Self-Esteem
Piaget's Stages of Cognitive Development:
(define and applications to teaching/learning)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
Evidence of Learning-
READ and ANSWER questions that follow the self-esteem handout:
TUESDAY - 24 SEPT 2013 -------------- WEDNESDAY - 25 SEPT 2013
1st HOUR -------------------------------- 5th HOURWU-
READ page 232 "Reflexes"
ANSWER IN YOUR NOTEBOOK
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?
In Class-
Review 10-1
Battle Royale...Gesell, Piaget vs. Flavell
Physical Development Graphic Organizer
Apgar score
http://kidshealth.org/parent/pregnancy_center/q_a/apgar.html
attachment, contact comfort, imprinting
READ (with partner, define)
Evidence of Learning-
READ
http://www.foxnews.com/health/2011/09/12/watching-spongebob-can-lead-to-learning-problems/
DO the following:
1. Annotate the evidence within this study that show there may be problems with its validity and reliability.
2. How could this study have been changed or modified to correct these problems?
FRIDAY - 20 SEPT 2013 -------------- MONDAY - 23 SEPT 2013
1st HOUR -------------------------------- 5th HOURWU-
STUDY TIME FOR CH. 2 TEST
In Class-
Chapter 2 Test
Post Test Activity (the E of L below)
The Alaska Experiment
Evidence of Learning-
READ page 228-230
ANSWER 10-1 Review 1,2,3 (page 230)
WEDNESDAY - 18 SEPT 2013 -------------- THURSDAY - 19 SEPT 2013
1st HOUR -------------------------------- 5th HOURWU-
Chapter 2 Review - p.49 (1-4) go over answers after 5-7 minutes.
http://www.bing.com/videos/watch/video/arrrr-stan-tony-get-into-talk-like-a-pirate-day/1d0v2ivwz?q=talk+like+a+pirate+day&rel=msn&from=en-us_msnhpvidmod&form=MSNrll
http://www.talklikeapirate.com/piratehome.html
In Class-
EQ / Objective:
Name the 3 requirements necessary for any psychological study or experiment to be considered ethical
(according to the APA).
With your SPRING partner (do parts A, B, C) - STUDENTS WILL PARTNER UP:
A-SHARE your unethical study or experiment
B-REVIEW key terms:
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group
C-NEW terms to put in notebook:
single-blind study, double-blind study, placebo
AS A CLASS
READ
"Research with Animals"
"Ethics in Using Data"
-p.47
WITH WHATEVER TIME REMAINS:
WATCH
"The Alaska Experiment - Part 1"
*On the laptop desktop in center of room
STUDENTS SHOULD ANSWER on loose leaf paper:
1. Which methods of observation could be used with this "experiment"?
2. Identify all the ways that stress cannot affect our bodies (in this type of situation).
...
if you need practice...
Examples of correlation, independent and dependent variables
iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html
practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm
correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm
Evidence of Learning-
STUDY FOR CHAPTER 2 TEST (Use notes, textbook and page 48 material to assist you.)
THURSDAY - 12 SEPT 2013 -------------- TUESDAY - 17 SEPT 2013
1st HOUR ------------------------------ 5th HOURWU-
Page 44 "Section 4 Review" 1 and 2
In Class-
EQ / Objective:
What are examples of some things that can influence an experiment or study?
Collect E of L - GREEN "How Social Scientists Find Information"
Discussion - E of L
A recent study (of just about anything)
CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
2-3 textbook in class
-read / notes on:
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
Examples of correlation, independent and dependent variables
iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html
practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm
correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm
Ethical Issues and ppt
Computer lab time to find a famous UNETHICAL STUDY and research what was wrong with it.
Evidence of Learning-
FIND AND PRINT a copy of an famous unethical study.
1. What made it unethical?
2. Which APA guidelines did it violate?
3. What are your thoughts on this study/experiment?
4. Is there any way it could have been done differently, so it would become ethical? Explain.
MONDAY - 16 SEPT 2013 -------
1st HOURNO SCHOOL
------- FRIDAY - 13 SEPT 2013
5th HOURNO SCHOOL
THURSDAY - 12 SEPT 2013 -------------- FRIDAY - 13 SEPT 2013
1st HOUR ----------------- 5th HOURWU-
Page 44 "Section 4 Review" 1 and 2
In Class-
EQ / Objective:
What are examples of some things that can influence an experiment or study?
Collect E of L - GREEN "How Social Scientists Find Information"
Discussion - E of L
A recent study (of just about anything)
CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
2-3 textbook in class
-read / notes on:
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
Examples of correlation, independent and dependent variables
iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html
practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm
correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm
Ethical Issues and ppt
Computer lab time to find a famous UNETHICAL STUDY and research what was wrong with it.
Evidence of Learning-
FIND AND PRINT a copy of an famous unethical study.
1. What made it unethical?
2. Which APA guidelines did it violate?
3. What are your thoughts on this study/experiment?
4. Is there any way it could have been done differently, so it would become ethical? Explain.
WEDNESDAY - 11 SEPT 2013
5th HOURTUESDAY - 10 SEPT 2013
1st HOURWU-
READ page 45 "Hawthorne Plant Study"
ANSWER the following:
1. Describe the experiment
2. Give 2 reasons why it was a flawed experiment
In Class-
EQ / Objective:
What is required for a scientific experiment/test to be considered valid?
E of L - COLLECT "In Search of Ourselves" paragraph*
*5-7 sentence paragraph response (to this prompt:
"What are 2 examples of ideas or concepts studied within the field of psychology discussed in this documentary? How did they change? What contributions to the field did they make? Explain each.")
Go over Chapter 1 Test (AAR) and documentary
2-2 textbook in class
-read / notes on:
population, samples, selecting samples, generalizing results, volunteer bias,
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
Computer lab time to find a psychological scientific study and its results
Evidence of Learning-
1. FIND and PRINT off a recent study (of just about anything)
2. CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
3. COMPLETE the green sheet on ..."How Social Scientists Find Information" parts A,B,C,D
(use your textbook to assist you)
MONDAY - 9 SEPT 2013
5th HOURFRIDAY - 6 SEPT 2013
1st HOURWU-
U.S. Army Intelligence Test - 1917
In Class-
Discussion of CHAPTER 1 TEST
FINISH-
Video (with chart handout)
"In Search of Ourselves"
http://www.youtube.com/watch?v=KsqJOy9rpPA
-While watching movie add notes to the people/terms listed on the chart
m.socrative.com
ROOM # 283933
quiz on video material
Evidence of Learning-
In a paragraph form, answer the following question:
"What are 2 examples of ideas or concepts studied within the field of psychology discussed in this documentary? How did they change? What contributions to the field did they make? Explain each."
THURSDAY - 5 SEPT 2013
5th HOURWEDNESDAY - 4 SEPT 2013
1st HOURWU-
Page 22 "Understanding Main Ideas" (ANSWER 1,2,3,4)
In Class-
EQ/Objective:
Name and describe the different perspectives of psychology that are studied.
Chapter 1 Test
Post test activity
READ Chapter 2 - Section 1 (pages 25-29)
ANSWER Section 1 Review questions 1 and 2 (page 29)
(WATCH 1st 30 minutes)
"In Search of Ourselves" video
http://www.youtube.com/watch?v=KsqJOy9rpPA
Video Guide
Evidence of Learning-
COMPLETE
Post test activity
READ Chapter 2 - Section 1 (pages 25-29)
ANSWER Section 1 Review questions 1 and 2 (page 29)
WATCH (if you missed it in class)
1st 30 minutes
"In Search of Ourselves" video
http://www.youtube.com/watch?v=KsqJOy9rpPA
Video Guide
TUESDAY - 3 SEPT 2013
5th HOURFRIDAY - 30 AUG 2013
1st HOURWU-
Page 23 (ANSWER 1,2,3,4)
In Class-
EQ/Objective:
List the different perspectives of psychology that are studied.
Historical overview of psychology
and
the Psychological 6
(on own and then ppt)
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Contemporary perspectives of psychological study
NOTES FROM CLASS
Evidence of Learning-
KNOW the definitions of the following psychological perspectives:
biological, evolutionary, cognitive, humanistic, psychoanalytic, learning, sociocultural
STUDY FOR CHAPTER 1 TEST - WEDNESDAY, 4 SEPT or THURSDAY, 5 SEPT
(vocabulary, jobs/careers, individuals that contributed to the field of psychology, contemporary perspectives)
THURSDAY - 29 AUG 2013
5th HOURWEDNESDAY - 28 AUG 2013
1st HOUR
WU-
READ page 7, "Thinking Critically About Astrology"
ANSWER the following questions:
1. Why is astrology NOT an empirical (hard) science?
2. Why do people continue to seek astrologists for answers to things?
3. DEFINE vocabulary- behavior, cognitive activities, theory, principle
In Class-EQ/Objective:
Name some individuals that contributed to psychology.
How has psychology changed over time?
Homework Check
1-1 and 1-2 Miniquiz
Psychology as a science
Historical overview of psychology
and
the Psychological 6
(on own and then ppt)
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning-TUESDAY - 27 AUG 2013
5th HOURMONDAY - 26 AUG 2013
1st HOURWU-
What is Psychology? What are some uses or applications for it?
In Class-
EQ/Objective:
What is the definitions of Psychology? Give some examples of things that they study/research.
Syllabus/expectations/procedures/book signouts/notecards&pbis
What do psychologists do? What do you think they look at or study?
Define psychology / behavior - goals of psychology (read pages 4-6)
Discussed examples of risky behavior/definitions
risky/dangerous jobs...
http://billsblogofpsychology.blogspot.com/2008/08/americas-most-dangerous-jobs.html
http://www.businessinsider.com/most-dangerous-jobs-in-america-2013-8?op=1
changing tower lightbulb
http://www.youtube.com/watch?v=hFMHjDqHL_Y
http://www.youtube.com/watch?v=9b9LahaBJIk
Evidence of Learning-
Create a chart of the Types of Psychological Professions and a description of each. USE PAGES 8-11 to help you.
There will be a quiz on this information next class.
MONDAY - 16 SEPT 2013 -------------- TUESDAY - 17 SEPT 2013
1st HOUR & 5th HOURWU-
Page 49 "Chapter 4 Review" (1-4)
In Class-
EQ / Objective:
What are two things needed for ANY psychological experiment to be considered ethical?
REVIEW - GREEN "How Social Scientists Find Information"
Discussion - E of L
1-A recent study (of just about anything)
CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
AND
2-Your unethical experiment
REVIEW 2-3 textbook in class
-read / notes on:
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
*placebo, single-blind studies, double-blind studies
Ethical Issues and ppt
IV / D variables practice examples
correlation practice examples
IN NOTEBOOK:
p. 48 "Understanding Main Ideas" (1,2,3,5)
Evidence of Learning-
STUDY FOR CHAPTER 2 TEST, which is:
1st HOUR - WEDNESDAY, 18 SEPT 2013
5th HOUR - THURSDAY, 19 SEPT 2013
"In Search of Ourselves" video
http://www.youtube.com/watch?v=KsqJOy9rpPA
Video Guide
MONDAY - 17 DEC 2012
8th HOURWU-
READ page 341
ANSWER 1,2,3,4
In Class-
COLLECTED E of L
Humanistic AND Socio-Cultural Approach to Personality
Personality Tests
(Objective / Projective)
Evidence of Learning-
STUDY GUIDE for FINAL - 2nd HOUR - TUESDAY, 18 DEC 2012
FRIDAY - 14 DEC 2012
2nd HOUR / 4th HOURWU-
READ page 341
ANSWER 1,2,3,4
In Class-
COLLECTED E of L
Humanistic AND Socio-Cultural Approach to Personality
Personality Tests
(Objective / Projective)
Evidence of Learning-
STUDY GUIDE for FINAL - 2nd HOUR - TUESDAY, 18 DEC 2012
THURSDAY - 13 DEC 2012
8th HOURWU-
READ page 336
ANSWER 1 and 2
In Class-
Space Race!
14-2 and 14-3 material
Humanistic Approach to Personality
Personality Tests
(Objective / Projective)
Personality Test
TEST 1 - http://www.41q.com/
TEST 2 - http://www.humanmetrics.com/cgi-win/JTypes1.htm
Evidence of Learning-
A. PRINT OFF YOUR RESULTS from the SECOND website
B. ANSWER THE FOLLOWING QUESTIONS on your print off:
Which characteristics fit you well? Give examples from your life experiences of the characteristics which fit you well.
Also, which characteristics do not fit you well? Give examples from your life experiences of why they don't seem to fit you.
WEDNESDAY - 12 DEC 2012
2nd HOUR / 4th HOURWU-
READ page 336
ANSWER 1 and 2
In Class-
Space Race!
14-2 and 14-3 material
Humanistic Approach to Personality
Personality Tests
(Objective / Projective)
Personality Test
TEST 1 - http://www.41q.com/
TEST 2 - http://www.humanmetrics.com/cgi-win/JTypes1.htm
Evidence of Learning-
A. PRINT OFF YOUR RESULTS from the SECOND website
B. ANSWER THE FOLLOWING QUESTIONS on your print off:
Which characteristics fit you well? Give examples from your life experiences of the characteristics which fit you well.
Also, which characteristics do not fit you well? Give examples from your life experiences of why they don't seem to fit you.
TUESDAY - 11 DEC 2012
4th HOUR
WU-
READ page 328
ANSWER the following:
1. Who was Hans?
2. What did Freud think he really feared?
3. Describe eventually happened to Hans.
4. Why is this a celebrated AND controversial case?
In Class-
14-1 material/terms
-personality
-trait
-introvert
-extrovert
Personality Graphic Organizer
(who, definitions/terms, stages, evaluation)
14-2 Team Race!
Evidence of Learning-
14-2 NOTES on graphic organizer
READ 14-3
NOTES - graphic organizer
MONDAY - 10 DEC 2012
8th HOUR
WU-
READ page 328
ANSWER the following:
1. Who was Hans?
2. What did Freud think he really feared?
3. Describe eventually happened to Hans.
4. Why is this a celebrated AND controversial case?
In Class-
14-1 material/terms
-personality
-trait
-introvert
-extrovert
Personality Graphic Organizer
(who, definitions/terms, stages, evaluation)
14-2 Team Race!
Evidence of Learning-
READ 14-3
NOTES - graphic organizer
FRIDAY - 7 DEC 2012
8th HOURWU-
Page 318 - "Understanding Main Ideas" 1,3,4
In Class-
Chapter 13 Test
Post Test Activity
1-READ 14-1 (pages 321-324)
2-ANSWER 14-1 Review questions 1,2,3
Evidence of Learning-
READ 14-1 (pages 321-324)
ANSWER 14-1 Review questions 1,2,3
THURSDAY - 6 DEC 2012
2nd HOUR / 4th HOURWU-
Page 318 - "Understanding Main Ideas" 1,3,4
In Class-
Chapter 13 Test
Post Test Activity
1-READ 14-1 (pages 321-324)
2-ANSWER 14-1 Review questions 1,2,3
Evidence of Learning-
READ 14-1 (pages 321-324)
ANSWER 14-1 Review questions 1,2,3
WEDNESDAY - 5 DEC 2012
8th HOURWU-
Chapter 15 Review (page 319) 1,2 and 1,2
In Class-
13-4 E of L Check
Emotions - Define
-Think / Ink / Share
Universals
univrsal‑emotions‑faces.jpg
http://www.cio.com/article/facial-expressions-test
Theories of Emotion
It it possible to detect lies?
http://www.youtube.com/watch?v=RnwdndsspTI
http://www.youtube.com/watch?v=Yvoig5EK6mE
Evidence of Learning-
STUDY Chapter 13 - TEST ON FRIDAY, 7 DEC
TUESDAY - 4 DEC 2012
2nd HOUR / 4th HOURWU-
PAGE 317 -
READ "Schachter-Singer Experiment"
ANSWER:
1. Describe the background of the experiment.
2. What's a "confederate"?
3. What was the experiment intending to study?
4. Give the results or findings of the experiment.
In Class-
ON A SEPARATE SHEET OF PAPER:
ANSWER
PAGE 318 "Thinking Critically" 1,2,3,4
and
PAGE 318 "Writing About Psychology" #1
Universals
univrsal‑emotions‑faces.jpg
http://www.cio.com/article/facial-expressions-test
Theories of Emotion
Evidence of Learning-
STUDY Chapter 13 - TEST ON THURSDAY, 6 DEC
MONDAY - 3 DEC 2012
8th HOURWU-
Achievement questions...
In Class-
13-3 Vocabulary test
discuss 13-3 material
Theories of Motivation
watch paper slides
-define each of the theories of motivation
Maslow's Hierarchy of Needs
define and examples
It it possible to detect lies?
http://www.youtube.com/watch?v=zIAPHZKCyuE
Emotions
univrsal‑emotions‑faces.jpg
http://www.cio.com/article/facial-expressions-test
Evidence of Learning-
READ 13-4
ANSWER 13-4 Section Review questions 1 and 2
FRIDAY - 30 NOV 2012
2nd HOUR / 4th HOURWU-
Achievement questions...
In Class-
13-3 Vocabulary test
discuss 13-3 material
Theories of Motivation
watch paper slides
-define each of the theories of motivation
Maslow's Hierarchy of Needs
define and examples
It it possible to detect lies?
http://www.youtube.com/watch?v=zIAPHZKCyuE
Emotions
univrsal‑emotions‑faces.jpg
http://www.cio.com/article/facial-expressions-test
Evidence of Learning-
READ 13-4
ANSWER 13-4 Section Review questions 1 and 2
THURSDAY - 29 NOV 2012
8th HOURWU-
READ "the Schachter-Singer Experiment" p. 317
ANSWER the following questions:
1. Describe the background of the experiment.
2. In what ways did emotion affect this experiment?
3. Do you believe this experiment to be an ethical one? Why?
In Class-
E of L Check
Mini Quiz on 13-1 and 13-2 material
Theories of Motivation
In teams of 3-4...create paper slides
http://paperslide.wikispaces.com/Guidelines
*record, save, present
Maslow's Hierarchy of Needs
define and examples
Evidence of Learning-
13-3 Vocabulary (quiz on these terms next class period)
WEDNESDAY - 28 NOV 2012
2nd HOUR / 4th HOURWU-
READ "the Schachter-Singer Experiment" p. 317
ANSWER the following questions:
1. Describe the background of the experiment.
2. In what ways did emotion affect this experiment?
3. Do you believe this experiment to be an ethical one? Why?
In Class-
E of L Check
Mini Quiz on 13-1 and 13-2 material
Theories of Motivation
In teams of 3-4...create paper slides
http://paperslide.wikispaces.com/Guidelines
*record, save, present
Maslow's Hierarchy of Needs
define and examples
Evidence of Learning-
13-3 Vocabulary (quiz on these terms next class period)
TUESDAY - 27 NOV 2012
8th HOURWU-
READ page 313 "Is it possible to detect lies?"
RESPOND to the questions that follow.
In Class-
Chapter 13
Brainstorm and Define:
Motive-
Need-
Drive-
Theories of Motivation (and Maslow's Hierarchy of Needs)
In teams of 3-4...create paper slides
http://paperslide.wikispaces.com/Guidelines
Evidence of Learning-
13-2
1. The Hunger Drive-Describe the role of each... Role of the Mouth / Role of the Stomach / Role of the Hypothalamus
2. Define obesity AND causes
QUIZ next class on this material
MONDAY - 26 NOV 2012
2nd HOUR / 4th HOURWU-
READ page 313 "Is it possible to detect lies?"
RESPOND to the questions that follow.
In Class-
Chapter 13
Brainstorm and Define:
Motive-
Need-
Drive-
Theories of Motivation (and Maslow's Hierarchy of Needs)
In teams of 3-4...create paper slides
http://paperslide.wikispaces.com/Guidelines
Evidence of Learning-
13-2
1. The Hunger Drive-Describe the role of each... Role of the Mouth / Role of the Stomach / Role of the Hypothalamus
2. Define obesity AND causes
QUIZ next class on this material
FRIDAY - 16 NOV 2012
8th HOURWU-
IN YOUR NOTEBOOK:
Write down a list of activities (things you did) from the day before.
Next to them write down whether you feel they were done for BIOLOGICAL or PSYCHOLOGICAL reasons.
In Class-
FINISH "50 First Dates"
with Guided Video Response handout below:
50 First Dates with Video Responses-
follow along with the video:
Evidence of Learning-
50 FIRST DATES handout was collected today.
THURSDAY - 15 NOV 2012
2nd HOUR / 4th HOURWU-
IN YOUR NOTEBOOK:
Write down a list of activities (things you did) from the day before.
Next to them write down whether you feel they were done for BIOLOGICAL or PSYCHOLOGICAL reasons.
In Class-
FINISH "50 First Dates"
with Guided Video Response handout below:
50 First Dates with Video Responses-
follow along with the video:
Evidence of Learning-
50 FIRST DATES handout was collected today.
WEDNESDAY - 14 NOV 2012
8th HOURWU-
page 175 - Chapter 7 Review (1-4)
In Class-
Chapter 7 Test
post-test (COLLECTED IN CLASS)
"How Ads Affect Our Memory"
(Reading and Response handout):
50 First Dates with Video Responses-
follow along with the video:
Evidence of Learning-
(IF YOU WERE ABSENT) 50 First Dates video exit questions:
1. What is Henry Roth's occupation?
2. What caused Lucy's brain damage?
3. What type of amnesia does Lucy have?
4. What was Lucy's occupation before the injury occurred?
5. What is ONE thing that Lucy's father and brother have to do EVERY night?
TUESDAY - 13 NOV 2012
2nd HOUR / 4th HOURWU-
page 175 - Chapter 7 Review (1-4)
In Class-
Chapter 7 Test
post-test (COLLECTED IN CLASS)
"How Ads Affect Our Memory"
(Reading and Response handout):
50 First Dates with Video Responses-
follow along with the video:
Evidence of Learning-
(IF YOU WERE ABSENT) 50 First Dates video exit questions:
1. What is Henry Roth's occupation?
2. What caused Lucy's brain damage?
3. What type of amnesia does Lucy have?
4. What was Lucy's occupation before the injury occurred?
5. What is ONE thing that Lucy's father and brother have to do EVERY night?
MONDAY - 12 NOV 2012
8th HOURWU-
Brain Break - Wander Activity
In Class-
HAND IN Memory Research article with summary
7-4 Types of Forgetting
Retrograde/Anterograde Amnesia
http://www.youtube.com/watch?v=wRl0M2jQqWo
Short Term [[#|Memory Loss]]
http://www.youtube.com/watch?v=tESffhWs8l0
The Man with the 30 Second Memory
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related
Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M
Evidence of Learning-
STUDY for Ch. 7 Test : Memory
Test is Tuesday, 13 NOV 2012
FRIDAY - 9 NOV 2012
2nd HOUR / 4th HOURWU-
Brain Break - Wander Activity
In Class-
HAND IN Memory Research article with summary
7-4 Types of Forgetting
Retrograde/Anterograde Amnesia
http://www.youtube.com/watch?v=wRl0M2jQqWo
Short Term Memory Loss
http://www.youtube.com/watch?v=tESffhWs8l0
The Man with the 30 Second Memory
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=related
Diane Van Deren
http://www.runnersworld.com/article/0,7120,s6-243-297--13822-0,00.html
http://www.youtube.com/watch?v=7jATSSgWg-M
Evidence of Learning-
STUDY for Ch. 7 Test : Memory
Test is Tuesday, 13 NOV 2012
THURSDAY - 8 NOV 2012
8th HOURWU-
READ "I Will Remember"
ANSWER:
1. Give some examples of memory problems that he had.
2. Which type of memory loss did he suffer from?
3. What was the cause? What was the treatment?
4. Describe him afterwards...How has he adapted/overcome his condition?
In Class-
E of L 7-3/7-4 note check
Stages of Memory - 7-3 (ppt/review)
http://faculty.washington.edu/chudler/chmemory.html
7-4 Types of Forgetting
Evidence of Learning-
Memory Research Article
Find and article on the latest research in memory AND print it off.
On a separate sheet of paper (written or typed):
1. What is the main topic/area being studied?
2. Give a summary of the article (in terms of why they did the testing/research, outcomes, benefits, research findings, etc.) *5 sentences minimum
3. What did YOU find interesting with this topic or research? Why?
WEDNESDAY - 7 NOV 2012
2nd HOUR / 4th HOURWU-
READ "I Will Remember"
ANSWER:
1. Give some examples of memory problems that he had.
2. Which type of memory loss did he suffer from?
3. What was the cause? What was the treatment?
4. Describe him afterwards...How has he adapted/overcome his condition?
In Class-
E of L 7-3/7-4 note check
Stages of Memory - 7-3 (ppt/review)
http://faculty.washington.edu/chudler/chmemory.html
7-4 Types of Forgetting
Evidence of Learning-
Memory Research Article
Find and article on the latest research in memory AND print it off.
On a separate sheet of paper (written or typed):
1. What is the main topic/area being studied?
2. Give a summary of the article (in terms of why they did the testing/research, outcomes, benefits, research findings, etc.) *5 sentences minimum
3. What did YOU find interesting with this topic or research? Why?
TUESDAY - 6 NOV 2012
8th HOURWU-
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.
In Class-
Quiz (7-1 and 7-1)
Processes of Memory in 3 Acts
Evidence of Learning-
7-4 Notes
-Basic Memory Tasks
-Types of Memory Loss
-Give some examples of ways to improve memory
MONDAY - 5 NOV 2012
2nd HOUR / 4th HOURWU-
READ p.171 (The Case of H.M.)
ANSWER the following questions:
1. Briefly describe H.M.'s background.
2. What type(s) of memory loss did he suffer from?
3. Give some examples of evidence that showed he was able to adapt and still learn.
In Class-
Quiz (7-1 and 7-1)
Processes of Memory in 3 Acts
Evidence of Learning-
7-4 Notes
-Basic Memory Tasks
-Types of Memory Loss
-Give some examples of ways to improve memory
THURSDAY - 1 NOV 2012
8th HOURWU-
READ p.165
ANSWER the following questions:
1. Provide two reasons why eyewitness testimony is problematic.
2. How do you think eyewitness testimony could be made more reliable? Explain.
In Class-
COLLECT "Memory Pill" HW
Chapter 7-2 (pages 155-160)
3 Processes of Memory (encoding, storage, retrieval)
see attachment template:
60 Minutes "Eyewitness Testimony" Part 1
http://www.youtube.com/watch?v=u-SBTRLoPuo
1. Describe the crime.
2. What is the name of the convicted person?
3. What was the circumstantial evidence/eyewitness testimony? Describe it.
4. How may eyewitness testimony be used or changed in the future?
Remainder of class time should be dedicated to doing
the 7-3 Stages of Memory notes (from the book using the handout format)
Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory
AND
STUDY for a quiz on material from Ch.7 (sections 1,2,3)
WEDNESDAY - 31 OCT 2012
2nd HOUR / 4th HOURWU-
READ p.165
ANSWER the following questions:
1. Provide two reasons why eyewitness testimony is problematic.
2. How do you think eyewitness testimony could be made more reliable? Explain.
In Class-
COLLECT "Memory Pill" HW
Chapter 7-2 (pages 155-160)
3 Processes of Memory (encoding, storage, retrieval)
see attachment template:
WAR of THE WORLDS!
Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory
AND
STUDY for a quiz on material from Ch.7 (sections 1,2,3)
TUESDAY - 30 OCT 2012
8th HOURWU-
STUDY TIME FOR Ch. 6
In Class-
Ch. 6 Test
POST TEST ACTIVITY:
READ Ch. 7-1
*What are the 3 types of memory? Name and define/describe them.
Include a personal experience or example for each.
Evidence of Learning-
7-3 NOTES (pages 160-166) on 3 Stages of Memory
AND
STUDY for a quiz on material from this section
MONDAY - 29 OCT 2012
2nd HOUR / 4th HOURWU-
STUDY TIME FOR Ch. 6
In Class-
Ch. 6 Test
POST TEST ACTIVITY:
READ Ch. 7-1
*What are the 3 types of memory? Name and define/describe them.
Include a personal experience or example for each.
Evidence of Learning-
READ article about "Memory Erasing Pill" and ANSWER
questions that separate sheet of paper.
MONDAY - 29 OCT 2012
2nd HOUR / 4th HOURWU-
STUDY TIME FOR Ch. 6
In Class-
Ch. 6 Test
POST TEST ACTIVITY:
READ Ch. 7-1
*What are the 3 types of memory? Name and define/describe them.
Include a personal experience or example for each.
Evidence of Learning-
THURSDAY - 24 OCT 2012
2nd HOUR / 4th HOURWU-
A. PAGE 151 (1-4)
B. Ethics of DNA manipulation
http://www.npr.org/blogs/health/2012/10/24/163509093/geneticists-breach-ethical-taboo-by-changing-genes-across-generations
C. E of L Check
In Class-
More on Operant Conditioning
-Continuous vs. Partial Reinforcement
-Interval Schedules (Fixed vs. Variable) -picture p.141
-Ratio Schedules (Fixed vs. Variable) -read p.141
Applications of Classical and Operant
Operant Examples:
Shaping
http://www.youtube.com/watch?v=g6F0bRTurPk
Programmed Learning
http://www.youtube.com/watch?v=jTH3ob1IRFo
Classroom Discipline
http://www.youtube.com/watch?v=5-aXcp5j4bI
6-4 Material and Chapter 6 Review
Practice Handout and Vocabulary
Tech Takeover
http://www.hulu.com/#!watch/414798
Evidence of Learning-
STUDY FOR CHAPTER 6 TEST - MONDAY, 28 OCT 2012
WEDNESDAY - 24 OCT 2012
8th HOURWU-
READ page 143
ANSWER 1 and 2
In Class-
6-2 Walk About (review material)
Operant Conditioning (def's/applications/etc.)
Video examples
Evidence of Learning-
READ 6-3
1. Name AND explain the TWO types of learning/
2. Describe a personal example of each.
TUESDAY - 23 OCT 2012
2nd HOUR / 4th HOURWU-
READ page 143
ANSWER 1 and 2
In Class-
6-2 Walk About (review material)
Operant Conditioning (def's/applications/etc.)
Video examples
Evidence of Learning-
READ 6-3
1. Name AND explain the TWO types of learning/
2. Describe a personal example of each.
MONDAY - 22 OCT 2012
8th HOURWU-
DO the following examples on Conditioning:
E of L CHECK
In Class-
Background and UPDATE - Little Albert
obituary
http://ucpsych.wordpress.com/2009/04/01/little-albert-1920-2009/
facts of experiment
http://www.thepsychfiles.com/2008/02/episode-47-the-little-albert-study-what-you-know-ismostly-wrong/
fate
http://www.apa.org/monitor/2010/01/little-albert.aspx
http://www.mindhacks.com/blog/2009/10/little_albert_lost_.html
Review Conditioning terms/definitions (6-1)
Adapting to the environment
-Taste Aversions
-Extinction
-Spontaneous Recovery
-Generalization and Discrimination
Applications of Classical Conditioning (3)
Examples (links)
little albert
https://www.youtube.com/watch?v=9hBfnXACsOI&feature=related
the office –classical conditioning
http://www.youtube.com/watch?v=WfZfMIHwSkU&feature=related
US, UR, CR and CS examples (also extinction and generalization)
http://faculty.uccb.ns.ca/gcarre/courses/psy100ccex.htm
Walk-About on 6-1 info.
Evidence of Learning-
6-2 Notes on Operant Conditioning / use notes template (see attachment)
FRIDAY - 19 OCT 2012
2nd HOUR / 4th HOURWU-
DO the following examples on Conditioning:
E of L CHECK
In Class-
Background and UPDATE - Little Albert
obituary
http://ucpsych.wordpress.com/2009/04/01/little-albert-1920-2009/
facts of experiment
http://www.thepsychfiles.com/2008/02/episode-47-the-little-albert-study-what-you-know-ismostly-wrong/
fate
http://www.apa.org/monitor/2010/01/little-albert.aspx
http://www.mindhacks.com/blog/2009/10/little_albert_lost_.html
Review Conditioning terms/definitions (6-1)
Adapting to the environment
-Taste Aversions
-Extinction
-Spontaneous Recovery
-Generalization and Discrimination
Applications of Classical Conditioning (3)
Examples (links)
little albert
https://www.youtube.com/watch?v=9hBfnXACsOI&feature=related
the office –classical conditioning
http://www.youtube.com/watch?v=WfZfMIHwSkU&feature=related
US, UR, CR and CS examples (also extinction and generalization)
http://faculty.uccb.ns.ca/gcarre/courses/psy100ccex.htm
Walk-About on 6-1 info.
Evidence of Learning-
6-2 Notes on Operant Conditioning / use notes template (see attachment)
THURSDAY - 18 OCT 2012
8th HOURWU-
READ page 134 "The Story of Little Albert"
ANSWER:
1. What were Watson and Rayner trying to study?
2. Describe the experiment.
3. What do you think is up with Little Albert today?
4. What is your view on the ethics of this experiment?
In Class-
FINISH video - "Mind's Big Bang"
Habits/Preferences
-Think/Ink
Intro. Chapter 6-1
Conditioning Practice - Your turn!
Evidence of Learning-
READ pages 133 and 135
ANSWER: What are the applications of classical conditioning?
WEDNESDAY - 17 OCT 2012
2nd HOUR / 4th HOURWU-
READ page 134 "The Story of Little Albert"
ANSWER:
1. What were Watson and Rayner trying to study?
2. Describe the experiment.
3. What do you think is up with Little Albert today?
4. What is your view on the ethics of this experiment?
In Class-
FINISH video - "Mind's Big Bang"
Habits/Preferences
-Think/Ink
Intro. Chapter 6-1
Conditioning Practice - Your turn!
Evidence of Learning-
READ pages 133 and 135
ANSWER: What are the applications of classical conditioning?
TUESDAY - 16 OCT 2012
8th HOURWU-
READ page 289 "Making the Most of Late Adulthood"
ANSWER:
1. Describe the later life contributions of the 3 individuals.
2. As a whole, why do you think they were able to accomplish these things later in life?
In Class-
TURN IN - Early Childhood Manual (Chapter 10 / 11) Project
-based on ages and stages development
[[#|COMPLETE]] USING TEXTBOOK-
Chapter 12: Adulthood -Chapter Test
Evidence of Learning-
[[#|COMPLETE]] USING TEXTBOOK-
Chapter 12: Adulthood -Chapter Test
MONDAY - 15 OCT 2012
2nd HOUR / 4th HOURWU-
READ page 289 "Making the Most of Late Adulthood"
ANSWER:
1. Describe the later life contributions of the 3 individuals.
2. As a whole, why do you think they were able to accomplish these things later in life?
In Class-
TURN IN - Early Childhood Manual (Chapter 10 / 11) Project
-based on ages and stages development
COMPLETE USING TEXTBOOK-
Chapter 12: Adulthood -Chapter Test
Evidence of Learning-
COMPLETE USING TEXTBOOK-
Chapter 12: Adulthood -Chapter Test
FRIDAY - 12 OCT 2012
8th HOURWU-
READ Page 260 - "Identity Formation and Identity Development"
ANSWER:
According to Erik Erikson,
1. How many stages consists of the journey of life?
2. What are children's main task when they begin school? What is the main task of the adolescent stage?
3. Describe what "identity crises" is.
4. What may happen if teens do not forge their own identity?
5. What are some examples of teens "trying out different selves" during this stage of life?
In Class-
Project work time
Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development
Evidence of Learning-
PROJECT DUE: TUESDAY, 16 OCT 2012
Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development
THURSDAY - 11 OCT 2012
2nd HOUR / 4th HOURWU-
READ Page 260 - "Identity Formation and Identity Development"
ANSWER:
According to Erik Erikson,
1. How many stages consists of the journey of life?
2. What are children's main task when they begin school? What is the main task of the adolescent stage?
3. Describe what "identity crises" is.
4. What may happen if teens do not forge their own identity?
5. What are some examples of teens "trying out different selves" during this stage of life?
In Class-
Project work time
Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development
Evidence of Learning-
PROJECT DUE: MONDAY, 15 OCT 2012
Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development
WEDNESDAY - 10 OCT 2012
8th HOURWU-
ANSWER questions 1-4 on Page 271
In Class-
E of L "Adolescent Developmement" turn in
Upfront Magazine "The Young and The Reckless"
(pages 6-7)
Project work time
Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development
Evidence of Learning-
Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development
TUESDAY - 19 OCT 2012
2nd HOUR / 4th HOURWU-
ANSWER questions 1-4 on Page 271
In Class-
E of L "Adolescent Developmement" turn in
Upfront Magazine "The Young and The Reckless"
(pages 6-7)
Project work time
Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development
Evidence of Learning-
Early Childhood Manual (Chapter 10 / 11)
-based on ages and stages development
MONDAY - 8 OCT 2012
8th HOURWU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?
In Class-
E of L Check - Practice Test
side Alpha
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Social Development - 11-2
Parents/Peers/Relationships
Evidence of Learning-
side BRAVO - Teen Challenges
FRIDAY - 3 OCT 2012
2nd HOUR / 4th HOURWU-
READ Page 261
ANSWER:
1. Why do teens get jobs?
2. Describe TWO positive and TWO negatives of getting a job as a teen.
3. How could things in school be changed to deal with teens and jobs?
In Class-
E of L Check - Practice Test
side Alpha
wcco-marshmallow test
http://www.youtube.com/watch?v=amsqeYOk--w
more examples
http://www.youtube.com/watch?v=6EjJsPylEOY
http://www.youtube.com/watch?v=Yo4WF3cSd9Q&feature=related
Social Development - 11-2
Parents/Peers/Relationships
Evidence of Learning-
side BRAVO - Teen Challenges
THURSDAY - 4 OCT 2012
8th HOURWU-
Ch.10 Review (1-4)
"Writing About Psychology" p.248 #2
In Class-
E of L Check
Real World - Self-Esteem - Dealing with a bully head on!
http://video.msnbc.msn.com/nightly-news/49265283/?from=en-us_msnhp#49265283
Review-Criticisms of Piaget - p.244
Review-Kohlberg's Theory of Moral Development - p.246
Intro. Ch.11 (3 ?'s)
Adolescence-Development
Growth Spurt - Sexual Dev. - Differences in Maturation Rates
Evidence of Learning-
Ch. 10 Practice Test
WEDNESDAY - 3 OCT 2012
2nd HOUR / 4th HOURWU-
Ch.10 Review (1-4)
"Writing About Psychology" p.248 #2
In Class-
E of L Check
Real World - Self-Esteem - Dealing with a bully head on!
http://video.msnbc.msn.com/nightly-news/49265283/?from=en-us_msnhp#49265283
Review-Criticisms of Piaget - p.244
Review-Kohlberg's Theory of Moral Development - p.246
Intro. Ch.11 (3 ?'s)
Adolescence-Development
Growth Spurt - Sexual Dev. - Differences in Maturation Rates
Evidence of Learning-
Ch. 10 Practice Test
TUESDAY - 2 OCT 2012
8th HOUR
WU-
READ p.245
ANSWER
1. What does this tell us about the reasoning of younger and older kids? Explain.
In Class-
Piaget practice - handout
Piaget's Stages of Cognitive Development:
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
Criticisms of Piaget - p.244
Kohlberg's Theory of Moral Development - p.246
The Heinz Dilemma - Group Activity
Evidence of Learning-
READ and ANSWER questions that follow this handout:
MONDAY - 1 OCT 2012
2nd HOUR / 4th HOURWU-
READ p.245
ANSWER
1. What does this tell us about the reasoning of younger and older kids? Explain.
In Class-
Piaget practice - handout
Piaget's Stages of Cognitive Development:
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
Criticisms of Piaget - p.244
Kohlberg's Theory of Moral Development - p.246
The Heinz Dilemma - Group Activity
Evidence of Learning-
READ and ANSWER questions that follow this handout:
FRIDAY - 28 SEPT 2012
8th HOURWU-
READ "In The World Today"
ANSWER the Think About It Question
In Class-
Rollin' the dice...on 10-1, 10-2...
visual cliff clip
attachment, contact comfort, imprinting
Parenting styles - p.236
Self-Esteem
Piaget's Stages of Cognitive Development:
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
-Extension Activity
Evidence of Learning-
READ and ANSWER questions that follow the self-esteem handout:
THURSDAY - 27 SEPT 2012
2nd HOUR / 4th HOURWU-
READ "In The World Today"
ANSWER the Think About It Question
In Class-
Rollin' the dice...on 10-1, 10-2...
visual cliff clip
attachment, contact comfort, imprinting
Parenting styles - p.236
Self-Esteem
Piaget's Stages of Cognitive Development:
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
-Extension Activity
Evidence of Learning-
READ and ANSWER questions that follow the self-esteem handout:
WEDNESDAY - 26 SEPT 2012
8th HOUR
WU-
READ page 232 "Reflexes"
ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?
In Class-
Review 10-1
Battle Royale...Gesell, Piaget vs. Flavell
Physical Development Graphic Organizer
Apgar score
http://kidshealth.org/parent/pregnancy_center/q_a/apgar.html
attachment, contact comfort, imprinting
Evidence of Learning-
READ pages 240-241 "Self-Esteem"
-Take notes
-What is it? Different kinds, types?
...I will do a notes check next class
TUES - 25 SEPT 2012
2nd HOUR / 4th HOURWU-
READ page 232 "Reflexes"
ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?
In Class-
Review 10-1
Battle Royale...Gesell, Piaget vs. Flavell
Physical Development Graphic Organizer
Apgar score
http://kidshealth.org/parent/pregnancy_center/q_a/apgar.html
attachment, contact comfort, imprinting
Evidence of Learning-
READ pages 240-241 "Self-Esteem"
-Take notes
-What is it? Different kinds, types?
...I will do a notes check next class
MON - 24 SEPT 2012
8th HOURWU-
STUDY TIME FOR CH. 2 TEST
In Class-
Chapter 2 Test
Turned in Unethical Study and responses
Evidence of Learning-
READ page 228-230
ANSWER 10-1 Review 1,2,3,4 (page 230)
FRI - 21 SEPT 2012
2nd HOUR / 4th HOURWU-
STUDY TIME FOR CH. 2 TEST
In Class-
Chapter 2 Test
Turned in Unethical Study and responses
Evidence of Learning-
READ page 228-230
ANSWER 10-1 Review 1,2,3,4 (page 230)
THURS - 20 SEPT 2012
8th HOURWU-
PAGE 44 "Section 4 Review" 1 and 2
http://www.bing.com/videos/watch/video/arrrr-stan-tony-get-into-talk-like-a-pirate-day/1d0v2ivwz?q=talk+like+a+pirate+day&rel=msn&from=en-us_msnhpvidmod&form=MSNrll
In Class-
E of L Check (green sheet and research article)
Work on research article critique
Examples of correlation, independent and dependent variables
iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html
practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm
correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm
Ethical Issues and ppt
Computer lab time to find an unethical study and what was wrong with it.
Evidence of Learning-
(3 PARTS)
A.
FIND AND PRINT a copy of an unethical study.
1. What made it unethical?
2. Which APA guidelines did it violate?
B.
CHAPTER 2 test study guide
C.
STUDY FOR CHAPTER 2 TEST (FRIDAY 21 SEPT)
WED - 19 SEPT 2012
2nd HOUR / 4th HOURWU-
PAGE 44 "Section 4 Review" 1 and 2
http://www.bing.com/videos/watch/video/arrrr-stan-tony-get-into-talk-like-a-pirate-day/1d0v2ivwz?q=talk+like+a+pirate+day&rel=msn&from=en-us_msnhpvidmod&form=MSNrll
In Class-
E of L Check (green sheet and research article)
Work on research article critique
Examples of correlation, independent and dependent variables
iv dv -
http://www.uncp.edu/home/collierw/ivdv.htm
http://www.psychologyandsociety.com/variables.html
practice -
http://www.engr.sjsu.edu/pabacker/Practice_with_variables.htm
correlation-
http://www.nvcc.edu/home/elanthier/methods/correlation-samples.htm
Ethical Issues and ppt
Computer lab time to find an unethical study and what was wrong with it.
Evidence of Learning-
(3 PARTS)
A.
FIND AND PRINT a copy of an unethical study.
1. What made it unethical?
2. Which APA guidelines did it violate?
B.
CHAPTER 2 test study guide
C.
STUDY FOR CHAPTER 2 TEST (FRIDAY 21 SEPT)
TUES - 18 SEPT 2012
8th HOURWU-
READ page 45 "Hawthrone Plant Study"
ANSWER the following:
1. Describe the experiment
2. Give 2 reasons why it was a flawed experiment
In Class-
E of L Check (2-3 notes on methods of observation)
2-2 textbook in class
-notes on:
population, samples, selecting samples, generalizing results, volunteer bias,
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
Computer lab time to find a scientific study and its results
Evidence of Learning-
COMPLETE the green sheet on ..."How Social Scientists Find Information" parts A,B,C,D
MON - 17 SEPT 2012
2nd HOUR / 4th HOURWU-
READ page 45 "Hawthorne Plant Study"
ANSWER the following:
1. Describe the experiment
2. Give 2 reasons why it was a flawed experiment
In Class-
E of L Check (2-3 notes on methods of observation)
2-2 textbook in class
-notes on:
population, samples, selecting samples, generalizing results, volunteer bias,
correlation, positvive correlation, negative correlation, independent variable, dependent variable,
experimental group, control group, placebo
Computer lab time to find a psychological scientific study and its results
Evidence of Learning-
1. FIND and PRINT off a recent study (of just about anything)
2. CRITIQUE its scientific validity...look at its use of the scientific method, variables, correlation, generalizations, volunteer bias, etc.
3. COMPLETE the green sheet on ..."How Social Scientists Find Information" parts A,B,C,D
FRI - 14 SEPT 2012
8th HOURWU-
READ page 32 "Exploring Diversity"
ANSWER the "Think About It" question
In Class-
E of L Check
FINISH-
Video (with chart handout)
"In Search of Ourselves"
-While watching movie add notes to the people/terms listed on the chart
2-1 Section Review Discussion
Practice recognizing hypothesis
2-2 textbook in class
Cooperative Activity - Toothpaste and Bread
Evidence of Learning-
Ch. 2-3
Methods of Observation (list and describe each one)
THURS - 13 SEPT 2012
2nd HOUR / 4th HOURWU-
READ page 32 "Exploring Diversity"
ANSWER the "Think About It" question
In Class-
E of L Check
FINISH-
Video (with chart handout)
"In Search of Ourselves"
-While watching movie add notes to the people/terms listed on the chart
2-1 Section Review Discussion
2-2 textbook in class
Cooperative Activity - Toothpaste and Bread
Evidence of Learning-
Ch. 2-3
Methods of Observation (list and describe each one)
WED - 12 SEPT 2012
8th HOURWU-
U.S. Army Intelligence Test - 1917
In Class-
Discussion / AAR-
CHAPTER 1 QUIZ
FINISH-
Video (with chart handout)
"In Search of Ourselves"
-While watching movie add notes to the people/terms listed on the chart
Evidence of Learning-
2-1 Section Review (page 29) 1,2,3
TUES - 11 SEPT 2012
2nd HOUR / 4th HOURWU-
U.S. Army Intelligence Test - 1917
In Class-
Discussion / AAR-
CHAPTER 1 QUIZ
FINISH-
Video (with chart handout)
"In Search of Ourselves"
-While watching movie add notes to the people/terms listed on the chart
Evidence of Learning-
2-1 Section Review (page 29) 1,2,3
MON - 10 SEPT 2012
8th HOURWU-
Page 22
"Thinking Critically" #4
In Class-
CHAPTER 1 QUIZ
Video (with chart handout)
"In Search of Ourselves"
-While watching movie add notes to the people/terms listed on the chart
Evidence of Learning-
In a paragraph form, answer the following question:
"What are 2 examples of major changes to the field of psychology (over the course of its history)? Explain each."
FRI - 6 SEPT 2012
2nd HOUR / 4th HOURWU-
Page 22
"Thinking Critically" #4
In Class-
CHAPTER 1 QUIZ
Video (with chart handout)
"In Search of Ourselves"
-While watching movie add notes to the people/terms listed on the chart
Evidence of Learning-
In a paragraph form, answer the following question:
"What are 2 examples of major changes to the field of psychology (over the course of its history)? Explain each."
THURS - 6 SEPT 2012
8th HOURWU-
Psychological 6 Matching!
In Class-
Review
the Psychological 6 (notes)
Contemporary areas of psychological study
Evidence of Learning-
Define the following psychological perspectives:
biological, evolutionary, cognitive, humanistic, psychoanalytic, learning, sociocultural
STUDY FOR CHAPTER 1 TEST - MONDAY, 10 SEPT
(vocabulary, jobs/careers, individuals that contributed to the field of psychology, contemporary perspectives)
WED - 5 SEPT 2012
2nd HOUR / 4th HOURWU-
Psychological 6 Matching!
In Class-
Review
the Psychological 6 (notes)
Contemporary areas of psychological study
Evidence of Learning-
Define the following psychological perspectives:
biological, evolutionary, cognitive, humanistic, psychoanalytic, learning, sociocultural
STUDY FOR CHAPTER 1 TEST - FRIDAY, 7 SEPT
(vocabulary, jobs/careers, individuals that contributed to the field of psychology, contemporary perspectives)
TUES - 4 SEPT 2012
8th HOURWU-
PAGE 23 - ANSWER 1,2,3,4
In Class-
Review
Historical overview of psychology
and
the Psychological 6 (notes)
Wrap up questions...
Evidence of Learning-
FRI - 31 AUG 2012
2nd HOUR / 4th HOURWU-
PAGE 23 - ANSWER 1,2,3,4
In Class-
Review
Historical overview of psychology
and
the Psychological 6 (notes)
Wrap up questions...
Evidence of Learning-
THURS - 30 AUG 2012
8th HOURWU-
READ page 7, "Thinking Critically About Astrology"
ANSWER the following questions:
1. Why is astrology NOT an empirical (hard) science?
2. Why do people continue to seek astrologists for answers to things?
3. DEFINE vocabulary- behavior, cognitive activities, theory, principle
In Class-
Homework Check
1-1 and 1-2 Miniquiz
Psychology as a science
Historical overview of psychology
and
the Psychological 6
7 Contemporary Perspectives of Psychology
Wrap up questions...
Evidence of Learning-
WED - 28 AUG 2013
2nd HOUR / 4th HOURWU-
READ page 7, "Thinking Critically About Astrology"
ANSWER the following questions:
1. Why is astrology NOT an empirical (hard) science?
2. Why do people continue to seek astrologists for answers to things?
3. DEFINE vocabulary- behavior, cognitive activities, theory, principle
In Class-
Homework Check
1-1 and 1-2 Miniquiz
Psychology as a science
Historical overview of psychology
and
the Psychological 6
(on own and then ppt)
7 Contemporary Perspectives of Psychology
(7 groups - research and visual definition)
Wrap up questions...
Evidence of Learning-
TUES - 28 AUG 2012
8th HOURWU-
What is Psychology? What are some uses or applications for it?
In Class-
Course Syllabus outline
Discussed examples of risky behavior
Evidence of Learning-
Create a chart of the Types of Psychological Professions and a description of each. USE PAGES 8-11 to help you.
There will be a quiz on this information next class.
MON - 27 AUG 2012
2nd HOUR / 4th HOURWU-
What is Psychology? What are some uses or applications for it?
In Class-
Syllabus/expectations/procedures/book signouts
Discussed examples of risky behavior/definitions
changing tower lightbulb
What do psychologists do?
Evidence of Learning-
Create a chart of the Types of Psychological Professions and a description of each. USE PAGES 8-11 to help you.
There will be a quiz on this information next class.
9/17 and 9/18 OR 9/22 and 9/23
WU-
Do you think the following are TRUE or FALSE?
1. Most babies triple their weight by the time they reach their first birthdays.
2. Newborn babies would rather be held by their mothers than by other people.
3. Baby geese become attached to the first moving object they see - even if the object is a human being.
4. Most abused children become child abusers themselves when they grow up.
5. Children's self-esteem tends to decrease as they go through elementary school.
In Class-
E of L DUE...5th Hour 30 min. in IMC to complete
(Make Your Own Ch.2 Test - see Tuesday's E of L)
Take a test
Evidence of Learning-
Moving a little deeper into the book...
READ page 228-230
ANSWER 10-1 Review 1,2,3,4 (page 230)
WEDNESDAY - 23 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
(10-3 and 10-4 material)
1. DEFINE:
attachment-
contact comfort-
imprinting-
2. What is the difference between:
assimilation-
and
accommodation-
In Class-
E of L DUE:
Piaget activity completion
Evidence of Learning-
(2 PARTS)
1-
Chapter 10 Test (only using you, your book and your notes)
2-
READ and ANSWER questions that follow the self-esteem handout:
TUESDAY - 22 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
READ p.245 "The Story of the Cups"
ANSWER:
1. What does this tell us about the reasoning of younger and older kids? Explain.
Recall a time in your childhood when you accidentally broke something...
2. What were the circumstances?
(Example - Were you throwing/doing something despite a warning not to do it?)
3. How did your parents react to the breakage?
4. How important to your parents was the intention behind the misdeed?
In Class-
E of L DUE:
10-2 Notes and Self-Esteem questions
Piaget's Stages of Cognitive Development:
(in notebook - define each)
Sensorimotor-
Preoperational-
Concrete-Operational-
Formal-Operational-
Evidence of Learning-
Use pages 241-244 to assist you:
Match the statements to one of Piaget's Stage of Development
MONDAY - 21 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
READ page 232 "Reflexes"ANSWER
1. Define-reflexes
2. What are 5 examples of reflexes?
3. Why do we have them? What happens to them over time?
In Class-
E of L DUE:Development organizer and 10-1 questions
Evidence of Learning-
(2 PARTS)1-
10-2 Notes (similarities/differences between the following individuals)
Gesell vs. Piaget vs. Flavell
*Similarities?
*Differences?
2-
READ pages 240-241 "Self-Esteem"
ANSWER:
1. What is it?
2. Describe some influences on it.
3. What are the different kinds or types?
4. Gender or age connections?
DUE next class
FRIDAY - 18 SEPT 2015
3rd HOUR / 4TH HOUR
WU-
Who and/or what do you think influences our development?
(Give some examples that will help to defend your response)
In Class-
E of L DUE:
Chapter 2 Test that you created
Assess yourselves!
(in notebook)
How old were you when you:
1. first started talking?
2. rolled over?
3. sat up?
4. started crawling?
5. started walking?
6. could write your name?
7. were able to start reading?
Evidence of Learning-
(2 PARTS)
1-
Physical Development Graphic Organizer
2-
READ page 228-230
ANSWER 10-1 Review 1,2,3 (page 230)
MONDAY - 14 DEC 20153rd HOUR / 4TH HOUR
WU-
No WU...right to "A to Z of Your Head"
In Class-
E of L CHECK -
WATCH
"A to Z of Your Head"
https://www.youtube.com/watch?v=dlHsllMjA88
COMPLETE
Video Companion
Evidence of Learning-
Work on your Final Exam Study Guide:
http://games.yahoo.com/blogs/plugged-in/video-optical-illusion-wins-head-191105551.html
http://www.authorstream.com/Presentation/charminglyours-297170-research-methods-psychology-education-ppt-powerpoint/http://www.radiolab.org/2007/may/24/
Start "Radiolab"-
http://www.radiolab.org/2007/may/24/
Radiolab Handout
Ch. 7 Memory
http://news.blogs.cnn.com/2012/03/27/world-contest-mountains-next-for-2-time-u-s-memory-champ/?hpt=hp_bn1
- Multiple Intelligence Strengths Test (take the test and print your results).
http://www.ldrc.ca/projects/miinventory/miinventory.php